Positive Behaviour Policy        

Date: September 2026                        

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Policy details

• Review Date - 22/06/26
• Date approved by Trust Board - 10/07/2025
• Next review date - 10/07/2027
• Policy owner - Nathan D’Laryea

Co-op Academy Swinton

Sefton Road, Pendlebury, Swinton, Manchester, M27 6JU

Telephone: 0161 794 6215

Email: swin-info@coopacademies.co.uk

https://www.swinton.coopacademies.co.uk/

Contents

1. Policy Statement and Purpose        2

2. Rules and Ways of Being        3

3. Rights and Responsibilities        4

4. Developing Positive Behaviour        5

5. Recognition        7

6. Classroom Strategies and Expectations        7

7. Expectations Around the Academy        9

8. Expectations outside of School        9

9.  Consequences        10

10. Further Intervention and Support        10

11. Child on Child Abuse        11

12. Suspensions……………………………………………………………………………………………………. 12

13. Permanent Exclusions…………………………………………………………………………………………

14. Searching, Screening and Confiscation        13

Screening        15

Power to use reasonable force        15

Mobile Phones / Devices        15-16

Appendix i        17

Co-op Academy xxxxx Consequences Tariff        17

Appendix ii        20

Rewards and Consequences        20

Appendix iii        21

Action and Consequences for Behaviour around School        21

Appendix iv        22

Suspension Reintegration Meeting - Co-op Academy xxxx        22

Appendix v        24

Classroom Behaviour System        24

Appendix vi        26

Posters        26

Appendix vii        28

Home Academy Agreement        28

Appendix viii        29

Graduated Response to Managing Behaviour        29

Appendix viiii………………………………………………………………………………………………………..30

                  Graduated Response to Social Inclusion……………………………………………………………30

Policy Statement and Purpose

Co-op Academy Swinton 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 pupils what  acceptable and unacceptable behaviour looks like. We know that excellent behaviour leads to better outcomes and we want our pupils to leave Co-op Academy Swinton as well qualified, well rounded citizens. Pupils’ 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 pupils 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 Swinton is committed to the development of pupils’ 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 Swinton 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 pupil,regardless of background, is able to succeed.

We are committed to doing what matters most by ensuring that our pupils strive to achieve success. We are dedicated to succeeding together to ensure that all pupils 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 pupils 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 Swinton 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 (updated July 2026)

Searching, Screening and Confiscation - Advice for Schools

Keeping children safe in education

Mobile phones in schools - GOV.UK 

Use of reasonable force and other restrictive interventions guidance 

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

Education and Inspections Act (2006)

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

Equality Act (2010, revised 2018)

Rules and Ways of Being

Co-op Academy Swinton 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 pupil 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 Swinton 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 Swinton 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. Corporate punishment of any kind is entirely illegal.
• The Headteacher and delegated staff have the power to search pupils, 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 pupils outside of school hours if it is a school-related matter, or the pupil’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 pupils.

● 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 pupils at Co-op Academy Swinton 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 pupils in upholding the policy, we use many opportunities to induct and reinduct our staff and pupils 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

Pupils

• Key habits and routines for pupils are established via assemblies, Strive time, role modelling, rehearsal and consistent reinforcement of expectations on a daily basis
• Comprehensive behaviour curriculum to teach pupils our high expectations is delivered through personal development (Monday period 2), assemblies, Strive time and other reinduction opportunities throughout the year
• Transparency of processes and routines are shared on a regular basis with pupils 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 pupils 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 pupils’ work and behaviour

• praise remorse when pupils take responsibility for poor behaviour

• remain positive and focus on what the pupil 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 pupil 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

pupils. Only the pupil can change their behaviour and, repeated concerns, will require you to

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

Leaders, Form Tutors, Heads of Year, Pastoral Managers 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 pupils to have this behaviour modelled to them.

5. Recognition

1. Rewards and celebrating success are an important part of life at Co-op Academy Swinton. Pupils’ success both within and outside the classroom is rewarded. Rewarding our pupils makes them feel valued, builds confidence and motivates them to achieve. In addition, rewarding good behaviour communicates the Academy's expectations and values to all pupils and gives staff the opportunity to recognise and reward commitment to the Academy values which contributes to the school culture and ethos.

2. Pupils receive rewards for academic achievement, attendance and for demonstrating the Co-op values. Teaching staff are provided with regular training on the school rewards system during INSET days, staff CPD and staff briefings. Pupils are also made fully aware of the rewards system during assemblies and afternoon STRIVE time sessions.
3. An overview of the Co-op Swinton rewards system can be seen below:

4. Ways of Being Focus | At Co-op Academy Swinton, we acknowledge pupils when they positively display our values. Achievement points are given for behaviours in class and around the building when showing exceptional manners and caring for others. These are acknowledged regularly in the form of achievement points which are issued electronically by teaching and support staff.
5. Verbal acknowledgement | Staff members use positive language, specific descriptive feedback and reinforcement to signal to pupils that they are demonstrating positive learning habits. Year teams will communicate with home regularly; this is an opportunity to provide our families with positive information.
6. Golden Tickets | Teachers and Support Staff can hand out two golden tickets per lesson for pupils who demonstrate outstanding learning habits. For example, supporting their peers to promote a positive learning environment (succeeding together), developing their own knowledge and skills to benefit themselves and fellow pupils (be yourself, always), being a driving force to make sure my school moves forward. I am mindful that my behaviour and actions have an impact on others (Do what matters most), encouraging cooperation between pupils to promote trust, mutual respect and support (show you care).
7. Platinum Tickets | Visitors will be given 5 platinum tickets. As they transition around the building and/or visit classes they can acknowledge outstanding behaviours from our pupils. Examples of behaviours are; pride in presentation, effort, confident articulation of learning, manners, gratitude and caring for others.
8. End of Half Term and Termly Celebration Assemblies and Golden Ticket Raffles | Pupils who consistently demonstrate outstanding learning habits will be entered into raffles to win various prizes.

6. Classroom Strategies and Expectations

From the first day at Co-op Academy Swinton, pupils are expected to pick up and develop our core learning habits which we believe every pupil can demonstrate. In doing so, each pupil will thrive at our academy and will have the skills they need to be successful at university and/or in the professional world of work.

Core Learning Habits

Being Ready to Learn | Fully equipped, full academy uniform and punctual to all lessons. Please see enclosed uniform and standards guidance.

Genuine Mutual Respect | Actions that are experienced or done by two or more people towards others that show a regard for the feelings, wishes, or rights of others.

Routines | How we transition around the building, enter and exit classrooms so that we maximise learning time.

Academic Behaviours | Retrieval & Practice, Guided, Independent Practice and Deeper Thinking through generative learning.

Learning Behaviours | Being on task at all times, punctual to all lessons, being fully equipped for every lesson, taking pride in their presentation and completing homework to the best of their ability.

SLANT

At Co-op Academy Swinton we SLANT in every lesson and every assembly. This is a key habit that will help pupils to succeed in school and in life. When pupils SLANT they learn more, they remember more, they develop more self-control and they demonstrate that they are polite young people who demonstrate respect towards their teachers and their peers

• Sit Up
• Lean Forward
• Arms Folded
• Never disrupt
• Track the speaker

More information on behaviour and classroom routines can be found appendix 3, including information on:

• Entry to school
• Entry to and exit from lessons
• Classroom routines

Classroom Consequences

7. Expectations Around the Academy

At Co-op Academy Swinton we expect our pupils to do the right thing, even when no one is watching. We have clear expectations of our pupils outside of lessons to ensure that the Academy is safe at all times. Our expectations are:

• Follow instructions the first time
• Respect others and treat them accordingly (hands off)
• Keep voices at a quiet volume and use appropriate language
• Move quickly and sensibly without stopping
• Keep on the left-hand side including the stairs

Pupils who do not meet the expectations will receive a correction. Staff will enter ‘Out of lesson behaviour’ sanction on Arbor.

Morning gate - arrival to school

In the morning as our pupils arrive we will have three gates open. The Standards Gate will welcome our ‘early’ pupils from 7:30am until 8.00am.

Year 7 and 8 gate - pupils enter through the gate between science and the canteen at the front of the academy. Pupils should be fully equipped, wearing full school uniform and have arrived before the morning 8:30am bell).

Year 9 gate - pupils enter through the gate between the canteen and humanities at the front of the academy. Pupils should be fully equipped, wearing full school uniform and have arrived before the morning 8:30am bell).

Year 10 and 11 gate - pupils enter through the main pupil entrance at the front of the academy between geography and reception. Pupils should be fully equipped, wearing full academy uniform and have arrived before the morning 8:30am bell.

If pupils are not ready to learn they will receive a correction (unless there are exceptional circumstances). The pastoral team will aim to rectify the issue but if this is not possible it is expected that the pupil rectifies the issue by the beginning of the next school day. If a pupil persistently arrives at school without the correct uniform and/or equipment, they may be placed in isolation until the matter is resolved.

Our late gate (between the canteen and humanities) is open until 9:00am each day. Pupils arriving late (up until 9.00am) will enter the academy through this gate and not the main entrance. Any pupil arriving after 9:00am will be required to enter at the main reception. Here they will be required to sign in before entering the school premises. Pupils who are late will be issued with a correction (unless there are exceptional circumstances) which will be completed on the same day.

8. Expectations outside of School

When wearing our uniform, and as a member of our academy, you are an ambassador for Co-op Academy Swinton. We care about you when you are in the building and when you are at home or in the community. We expect all of our pupils to be respectful citizens both inside and outside of schools, and especially when identifiable as Co-op Academy Swinton pupils. 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 Swinton 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 table shows possible consequences for different behaviours. Where pupil behaviour is persistent, we will work with families and the pupil to put support in place to create individualised strategies to help the pupil get back on track.

Corrections

We must have high expectations of everyone in order for pupils to be successful; we will support every pupil to meet our expectations. Whilst sometimes this may be challenging, we expect our pupils to live by our learning habits 100% of the time. If they do this, their hard work will be acknowledged through our ways of being (core values).

However, if any of the learning habits are not met, a same-day correction will be issued. It is vital that this is served on the same day so that the pupil is given the opportunity to reflect on their mistake. This allows the pupil to take the necessary next steps to improve on the following day. Failure to attend the same-day correction will result in pupils completing a ‘Wave 1 SLT isolation’ on the following day where they will complete their classwork as normal. A correction will then be completed for up to one hour after school. The corrections protocol can be found in Appendix 1.

Pupils must realise that making good choices around positive learning behaviours will be rewarded whilst making poor choices will have consequences.

Our system of consequences are as follows:

A pupil will be given two reminders to help them make the correct choice for learning (A warning, followed by a move of seat).

If after that they choose not to uphold the learning standards, they will receive a same day correction after school (Remove to a buddy room)). Pupils will be informed of the correction by the class teacher. Parents/carers have access to the behaviour information allowing them to monitor their child's behaviour.

Corrections can last up to one hour. If a pupil receives more than one correction per day, then the amount of time spent in correction will increase in line with the number of corrections, see below:

1 correction = 30 minutes

2 corrections = 40 minutes

3+ corrections = SLT isolation (Wave 1) and a correction on the following school day

Friday SLT corrections

If a pupil fails to attend a correction, they will be provided with the opportunity to complete this the next school day (within the same week only). If a pupil fails to complete a correction/s during the week, they will be issued with a Friday SLT correction. Friday SLT corrections will be issued for either 60 or 90 minutes. Friday SLT corrections will be issued as follows:

• If a pupil misses one correction in a week they will be issued a 60 SLT correction
• If a pupil misses two or more corrections in a week they will be issued a 90 minute SLT correction

SLT isolation

SLT isolation intervention is used when a pupil, for disciplinary reasons, is required to spend a limited time out of the classroom. Pupils will continue their education in a supervised setting using pre-prepared, bespoke resources. There are 3 waves to placements in SLT isolation:

Wave 1 | 1 day placement

Wave 2 | 2-3 day placement

Wave 3 | 4-5 day placement

Wave interventions will be dictated by the severity of the incident, this is specified in the consequence table above. Parents/carers will be informed when an SLT isolation has been issued.

Students begin their day in SLT isolation at 8.30am and finish at 3.35pm. If a student's behaviour is below the expected standard in SLT isolation they may be required to repeat a full day. Within SLT isolation students will:

• Complete work as per the Isolation timetable
• Not talk to other students
• Eat their lunch in the SLT isolation room
• Use the toilet at allocated times
• Hand in their mobile telephones
• Wear full school uniform

Respite placements

Respite placements may also be used for a maximum placement period of five days. Pupils will continue their education in a supervised setting at an offsite location. Pupils will be issued a place in another local authority school. Parents/carers will be informed and a reintegration meeting will take place on the day that the pupil returns to their home school.

10. Further Intervention and Support

Where a pupil 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 pupil may be referred to the school’s support teams who may consider the following interventions.

• Tutor Report
• Pastoral Team Report
• Behaviour and progress meeting with Head of Year and / or Key Stage Leader
• Pastoral Support Programme
• Break time and lunchtime isolation (Inappropriate behaviour at unstructured time)
• Support from the Inclusion team and SENDCO
• Amended timetable
• Referral to Core and/or multi-agency group
• EHCP application
• Referral to pupil Referral Unit preventative place
• Referral to alternative activities
• Temporary placement (short term off site direction or longer term fixed term off site direction) at another school
• Managed Move to another school
• Referral to in school SEMH mentors
• 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 ‘Achievement centre’
• 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 pupil is in need of help or protection. We will consider whether a pupil’s misbehaviour may be linked to them suffering, or being likely to suffer, significant harm 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 pupil 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 Swinton is committed to ensuring a climate of safety for all pupils 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 Swinton Anti Bullying Policy.

Co-op Swinton Child Protection Policy.

Keeping Children Safe in Education

12. Suspensions

If a pupil is involved in extreme poor behaviour, the pupil 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 pupil 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 pupil 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 pupil
• A deliberate assault on another pupil
• Fighting
• Damage to property
• Sexual assault
• Racial, transphobic or homophobic abuse
• Verbal or physical abuse / bullying
• Verbal threatening and intimidation of staff or pupil
• 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 pupil 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 pupil that returns from suspension will need to be re-integrated back into the Academy very carefully. A meeting with parents / carers will always take place to agree the re-integration plan and the level of support that the pupil 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 pupil could receive:

• Half a day in Isolation completing reflection and getting ready to return to school
• Parent meeting with pupil voice, parent voice and agreed targets recorded
• 2 weeks on a behaviour report to SLT / HOY to monitor behaviour
• A careers interview to support in raising aspirations
• Directed to an extra-curricular 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. See appendix iv for reintegration plan.

13. Permanent Exclusion

Permanent exclusion is a last resort. A Headteacher may decide to permanently exclude a pupil for persistent disruptive behaviour, where despite the school's best effort, a pupil 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 pupil or member of staff (including online threats or abuse)
• Assault on a pupil 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 pupils and possessions if there are reasonable grounds to suspect pupils have prohibited items. Searches may also be carried out by members of staff and contractors authorised by the Headteacher. All authorised staff will be up to date with screening and searching procedures as laid out in government guidance .  When conducting searches, the Headteacher will consider the age and ability of pupils and make reasonable adjustments where necessary. Where possible searches will be conducted with the pupil present and away from other pupils  (unless there is reason to believe that significant harm could happen if we wait).

The school can search a pupil 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 pupil 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 pupil, and with the pupil 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 pupil’s underwear or skin (beyond shirt sleeves).

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

Retention of, damage to or disposal of a pupil’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.

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

The academy follows all DfE guidance for searching, screening and confiscation which can be found here: Reference: Searching, screening and confiscation in schools - GOV.UK 

Power to use reasonable force  

Members of staff have the power to use reasonable force to prevent pupils 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 Restrictive interventions, including use of reasonable force, in

schools which can be found here:

Use of reasonable force and other restrictive interventions guidance 

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).

Mobile Phones / Devices

• Co-op Academy Swinton is mobile phone-free environments by default
• Phones and other devices (e.g. tablets, Airpods and Smart watches) must not be seen or heard on the school site between 8.00am and 3.30pm
• Mobile phones / devices must never be seen or heard inside the school building
• All staff should consistently enforce the school’s policy on the use of mobile phones.
• Staff should not use their own mobile phone for personal reasons in front of pupils throughout the school day.
• For sanctions involving a breach of the above, see consequences table in appendix i
• In exceptional and necessary circumstances a pupil may be allowed access to their mobile phone during the school day, where it is necessary due to the nature of their disability. This may be considered a reasonable adjustment supporting the specific needs of the pupil (e.g. Medical). This exception will be rare and will be regularly monitored and reviewed and where reasonable alternatives can be found they should be considered.
• Co-op Academy Swinton will set out and communicate with staff, pupils and parent/carers how they wish to manage the use of mobile phones by pupils on residential trips or trips outside of the normal school day. This will ensure that pupils’ educational experience on a school trip is not disrupted by the presence of mobile phones and should consider prohibiting or restricting their use.

Reference: Mobile phones in schools - GOV.UK 

 Audio and video recording wearables

• In addition to the guidance around mobile phones and smart devices (including tablets and watches) and to meet modern safeguarding and security challenges, Co-op Academy Swinton behavior policy enforces a zero-tolerance, "not seen, not heard, not worn" policy for all audio and video recording wearables across the school site.
• This comprehensive ban specifically targets smartwatches (including children's tracking models with remote audio activation), AI-enabled earbuds (e.g. AirPods Pro 2 capable of live translation or phone-streaming), smart glasses (e.g. Ray-Ban Metas), and clip-on AI badge pins. All such devices must be turned off and stored securely in bags upon arrival at school by students and parents attending for a meeting or school event.

Furthermore, to protect the confidentiality of sensitive discussions and ensure lesson integrity, the school enforces the following protocols:

•  Enforcement: Any broadcast, live-stream, or unauthorised capture of a lesson or school environment will result in immediate device confiscation, parent contact, and significant behavioral sanctions in alignment with the academy's disciplinary procedures.
• Consent & Broadcasting: Capturing audio or video of staff or pupils without explicit consent is strictly handled as a safeguarding breach rather than a minor technology misuse.
• Wearable-Free Zones: All meeting spaces including the SENCO room, Headteacher’s office, and safeguarding meeting spaces are designated strict wearable-free zones for all staff, pupils, parents, and visitors to prevent unauthorized covert recordings.

Appendix i

Co-op Academy Swinton Consequences Tariff

Purpose

We have high expectations of all of our pupils and are committed to creating a safe environment.  When a pupil fails to meet our expectations, it is important that this be corrected so as not to affect other pupils / 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.

• A pupil will sit an isolation placement from 8.30  to 3.35pm when they are in Isolation
• Non-permitted items carry a consequence and will also be confiscated.
• Incorrect uniform will be rectified in the first instance but carries a consequence if refuse to rectify

The decision to put a pupil in Isolation will be taken by the senior leadership team / HOYS and could include anything which is deemed to be severe enough – including unkindness to others or persistent behaviour which goes against our Co-op Ways of Being.  The decision to issue a suspension is taken by the Senior Leadership team where behaviour is deemed severe.  pupils may be excluded if they demonstrate persistent poor behaviour or if they jeopardise the safety and security of any member of the academy.

The academy may also use the following consequences:

• Limiting pupil access to extra - curricular activities
• Removal of IT rights (e.g. email and internet academy access)
• Corrective conversations for up to 10 minutes after school without informing parents
• Removal of unstructured time e.g. break time and lunch time
• Directing the pupil to an alternative provision / managed move
• Extended detentions

Where pupil behaviour is persistent, we will look to work with families and the pupil to put support in place in the form of a pastoral support plan (PSP), a positive behaviour support plan and other individualised strategies to help the pupil get back on track.

Appendix ii

Key Learning Behaviours

Appendix iii

Corrections Protocol

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Appendix iv

Restorative conversations - Co-op Academy Swinton

Appendix v

Home School Agreement

Appendix vi

Ready to Learn

Appendix vii

Co-op Academy Swinton has a graduated approach to wider social inclusion. This supports a collaborative approach to the following areas within school in order to support the needs of a child (SEND, safeguarding, pastoral, attendance and behaviour provision). This is a recognition that whilst most pupils' needs will be met by the universal offer, there may be some pupils who require a more targeted and/or more intensive approach (internal or external).