Positive Behaviour Policy

Policy details

Date created - September 2025

Date approved by Trust Board  - July 2025

Responsibility for review: PST

Contents

Policy details        1

1. Policy Statement and Purpose        2

2. Rules and Ways of Being        2

3. Rights and Responsibilities        3

4. Developing Positive Behaviour        3

5. Recognition        3

6. Classroom Strategies and Expectations        3

7. Expectations Around the Academy        3

8. Expectations outside of School        4

9.  Consequences        4

10. Further Intervention and Support        4

11. Child on Child Abuse        4

14. Searching, Screening and Confiscation        6

Policy Statement and Purpose

1. To have the highest expectations of pupil behaviour in order to maximise opportunities to strive for success.
2. To ensure all pupils develop the good learning habits that they need to be successful in school and life.
3. To realise and celebrate the potential of all pupils through promoting our core values of show you care, succeed together, be yourself, always and do what matters most.
4. To create an environment in which pupils are supported to become self-disciplined, hardworking and able to accept responsibility for their own actions.
5. To form an active, three-way partnership with families and pupils to encourage excellent behaviour and to establish improved patterns of behaviour where there are difficulties.

These aims are supported by regular staff CPD focusing on: core routines and developing appropriate strategies for managing behaviour; bespoke teaching and learning strategies and how to ensure the highest quality provision for all pupils including those with special educational needs and disabilities. More information on behaviour and classroom routines can be found here, including information on:

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

Co-op Academy Swinton is committed to doing what matters most by ensuring that our pupils strive to achieve success. We are dedicated to succeeding together and ensuring that all pupils succeed at university, or a real alternative, thrive in a top job and have a great life. We believe that anyone who is successful (in the truly broad sense of the word) 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 by being yourself, always across our academy community and beyond.

Our ‘Co-op Academy Swinton Learning Habits’ provide a framework to ensure our core values (Show You Care, Succeed Together, Be Yourself, Always and Do What Matters Most) are embedded within our daily practice and routines.

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.

In order to create an atmosphere of mutual respect, openness and fairness in which all members of our Academy community can flourish and achieve their potential, all pupils are responsible for certain expectations in classrooms and in corridors.

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

Searching, Screening and Confiscation - Advice for Schools

Keeping Children Safe in Education

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

Education and Inspections Act (2006)

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

Equality Act (2010, revised 2018)

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

6. 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 Ways of Being Co-op. These are:

• Do what matters most.
• Be yourself, always.
• Show you care.
• Succeed together

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:

• 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 manner

• Always be SAFE

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

7. Rights and Responsibilities

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

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

Staff | Staff are responsible for:

• Implementing the behaviour policy and promoting the strategies within the pupil care model consistently
• Modelling positive behaviour
• Providing a personalised approach to the specific behavioural needs of particular pupils
• Recording behaviour incidents.
• The senior leadership team will support staff in responding to behaviour incidents.

Parents | Parents are expected to:

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

8. Developing Positive Behaviour

The Academy will develop positive behaviour through:

• Staff induction
• Assemblies
• Strive time activities
• Positive approach / unconditional positive regard / positive discipline e.g. connect before correct, what we don’t repair will be repeated, restorative conversations.
• School norms / routines e.g. entry to classrooms, exit of classrooms, restorative conversations.

9. Recognition

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.

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.

An overview of the Co-op Swinton rewards system can be seen below:

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.

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.

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).

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.

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.

Standards Gate

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.

Key Stage 3 (Year 7, 8 & 9) pupils can fast track into the building if they are ready to learn (Fully equipped, full school uniform and have arrived before the morning 8:30am bell). Pupils will enter through the gate between science and the canteen at the front of the academy.

Key Stage 4 (Year 10 & 11) pupils can fast track into the building if they are ready to learn (Fully equipped, full academy uniform and have arrived before the morning 8:30am bell). Pupils will enter through the main pupil entrance at the front of the academy (between geography and reception).

The third gate is our Standards Gate. Pupils enter here if they are not ready to learn. For example, a pupil may not have a tie and as a result are not in full uniform. This pupil will enter through the Standards Gate located at the front of the academy entering the Maths corridor (in between the Key Stage 3 & 4 gates). Here they can loan a tie for the day. This prevents the pupil receiving a correction. We will also loan blazers, school shoes and provide equipment needed. If a pupil is persistently not ready to learn, we will arrange parental meetings to discuss the concerns and what support we can put in place to rectify this. Pupils who arrive at school without appropriate uniform or equipment will be issued with a correction.

Our Standards Gate is open until 9:00am. 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 then enter at the Main Reception to sign in. Pupils who are late will be issued with a correction which will be completed on the same day.

8. Expectations outside of School

We have the same high expectations of pupils’ behaviour outside of school as we do on the school site. Sanctions may be applied where a pupil misbehaves off-site when representing the school when, for example:

• taking part in any school-organised or school-related activity (e.g. school trips);
• travelling to or from school;
• wearing school uniform;
• in any other way identifiable as a pupil of our school

Sanctions may also be applied where a pupil has misbehaved off-site at any time, whether or not the conditions above apply, if the misbehaviour:

• could have repercussions for the orderly running of the school;
• poses a threat to another pupil or member of the public;
• could adversely affect the reputation of the school

Sanctions will only be given out on school premises or elsewhere when the pupil is under the lawful control of the staff member (e.g. on a school-organised trip).

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 reset’ 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 = 45 minutes

More than 3 corrections = Wave 1 reset intervention

Failure to attend the same-day correction will result in a ‘Wave 1 Reset’ on the following day where they will complete their classwork as normal. A correction will then be completed up to one hour after school.

Reset Intervention

Reset 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 waves to placements in reset:

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. There will be a parental phone call from the Year Manager or Pupil Progress Coordinator after a Wave 1 placement. There will be a parental meeting arranged following any Wave 2 or 3 reset placements.

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

• Complete work as set by the Reset manager
• Not talk to other students (apart from break times and lunchtimes)
• Eat their lunch in the Reset room
• Use the toilet at allocated times
• Hand in their mobile telephones

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 placed at other schools in the local authority. Parents will be informed and a reintegration meeting will take place on the day of the pupils return to their mainstream provision.

10. Further Intervention and Support

Supporting Pupils with SEND

SEND is defined as the needs of pupils who have:

‘Significantly greater difficulty in learning than the majority of others. A disability which prevents or hinders them from making use of facilities.’

The code of practice (2020) states that schools and leaders must maintain a culture of high expectations for all pupils, include pupils with SEND in all opportunities and use the ‘best endeavours’ to ensure a pupil with SEND receives support.

Our inclusive policy ensures all pupils have the opportunity to learn in a safe environment, rules and strategies are clear to avoid ambiguity and clarity for all stakeholders.

Pupils with identified SEND will have reasonable adjustments put in place to be agreed with the parent/carer and pupil. This will contain any ‘reasonable adjustments’ made which may include the following (not an exhaustive list):

• Time out – there will be a designated area for each ‘group’ where the pupil can have an agreed amount of minutes as ‘time-out’ if required.
• Uniform
• Fidget toys
• Pupil passports
• Teaching assistant support
• Routines
• Provision at unstructured times
• Specific seating position within the classroom.
• Ensure the pupils' support plan is part of the established routines in every one of their lessons.
• Nudge texts to remind pupils about expectations of equipment and standards
• Every teacher will be aware of the EEF’s ‘five a day’ strategies to ensure pupils are supported. The following strategies will be prevalent in every member of staffs practice; explicit instruction, cognitive and metacognitive strategies, scaffolding, flexible grouping and using technology
• EEF blog: ‘Five-a-day’ to improve SEND outcomes | EEF (educationendowmentfoundation.org.uk)
• Any reasonable adjustments will be shared with staff.

Building relationships with all pupils, including pupils with SEND is paramount. The EEF guide, ‘improving Behaviour in Schools’, has a section dedicated to just doing this.

‘Teachers with positive attitudes towards the inclusion of children with SEND had better quality interactions with pupils.’ Education Endowment Fund.

Where necessary, support and advice will also be sought from specialist teachers, an educational psychologist, medical practitioners and/or others, to identify or support specific needs.

Support following behaviour incidents

Following behaviour incidents, pupils will be provided with bespoke support and guidance and this may include:

• Subject teacher/tutor/year manager/headteacher report
• Referral to the SENCO
• Daily check-ins
• Parent/carer meetings
• Referral to the Personalised Learning Centre (PLC)

Where a pupils’ behaviour persistently falls below the Academies expectations, further investigation will take place, taking into consideration any Special Educational Needs and Disabilities and also any safeguarding concerns.

11. Child on Child Abuse

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

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

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

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

• Co-op Swinton Anti Bullying Policy
• Co-op Swinton Child Protection Policy
• Keeping Children Safe in Education

12. Suspensions

The aim of Co-op Academy Swinton is to be positive in the approach to behaviour management. There are instances however where it is not possible to deal with an issue through employing one or more of the strategies outlined in our policy due to the seriousness or nature of the matter. In such circumstances there may be no alternative but to suspend a pupil from the Academy. 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. Suspensions can be considered for behaviour outside of school. The decision to suspend a pupil is taken by the Senior Leadership team and is always carefully considered. Where there is not definitive evidence, the Senior Leadership Team may consider ‘the balance of probability’. When a pupil is suspended they will be expected to work at home with work provided by the school. When making exclusions, the school will follow the local, national and trust guidelines.

Types of behaviour for which a suspension from the academy is likely include:

• Bullying
• Fighting
• Persistent disruptive behaviour
• Truancy
• Swearing at a member of staff
• Vaping

An extensive list of behaviours can be seen below.

When a pupil has been issued a suspension, parents/carers will be provided with the following information:

• Incident leading to the suspension
• Length of the suspension
• Date of return
• Date of reintegration meeting (to be conducted on the school premises in the presence of a member of SLT, the pupil and the parent/carer )

The pastoral team will be responsible for informing the parents/carers of the suspension via a telephone call. Parents/carers will also receive written confirmation of the suspension.

When a pupil is issued a suspension they will be provided with classwork for the duration of the suspension via Google Classroom.

On return from suspension, pupils will have a face-to-face reintegration meeting with their parents/carers and a member of SLT. During this meeting, the following areas will be discussed:

1. Reason for the suspension
2. Any barriers that the pupil is currently experiencing in school
3. How parents/carers can support the pupil to avoid future suspensions
4. 2-3 targets for the pupil on return to school

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

13. Permanent Exclusion

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

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

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

14. Searching, Screening and Confiscation

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

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

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

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

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

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

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

Mobile Phones / Devices

Our children have become far too reliant on their mobile devices through the lockdown period. For many, their phone will have been their only contact with the world, this is not healthy and cannot continue post lockdown.

Due to this, and other potential benefits, students will not be allowed their phones out in school at any time, including break and lunch time, starting in September. If your child needs to carry a phone to and from school that is fine but please be aware that any child who has their phone out in school will have it confiscated for the remainder of the day in the first instance. There will be no warnings, the expectation is that phones are not seen at any time in the school building, this also includes headphones/earbuds etc. If they need to contact you during the school day then they must do this through the school office. I understand times have changed but every generation prior to this one managed in this way and I am confident they will adapt.

Main reasons for this decision:

• We need students to re-engage with each other and not just through mobile devices
• Use of mobile phones reduces the attention span of students. When overused or misused they have a damaging effect on people's mental health and wellbeing.
• The majority of arguments between students in school begin on social media platforms. This often leads to time out of school for individuals which further impacts their learning
• Schools that completely ban phones see an increase in engagement and outcomes for students. On average the increase in exam results is 6.4%, with students who were underperforming showing, on average, a 14% improvement

These are benefits we cannot ignore, we have tried a variety of ways to allow students to use their phones in school and all have continued to interrupt learning. I hope you understand our decision and will support us with its enforcement.

What happens if your child has a mobile device out in the school building?

• Your child will be directed to go to the main school reception to hand the device to a staff member, or the mobile device will be confiscated by a member of staff and placed in the front office.
• The device will be stored securely for the day and your child can pick up the device at the end of their school day

If your child does not hand in the device to the main school reception, then appropriate sanctions will be put into place as per our behaviour policy.

If your child repeatedly breaches the mobile device expectations parents/carers will become involved.

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 - Arbor Codes

Our management information system is used to record the behaviour of our students. These behaviours include:

Positive behaviours:

• Be Yourself Always
• Do What Matters Most
• Show You Care
• Succeed Together
• Head Teachers Award for outstanding ways of being
• Golden Ticket
• Golden Ticket for Attendance
• Golden Ticket: Outstanding Independent Learning
• Platinum Ticket
• SLT award for ways of being
• Positive phone call home
• Prom Points
• Prom Points (2 hours)
• Prom Points (Full day)
• Attending Revision
• Department Star of the week
• Attended extra curricular club
• Outstanding Contribution to extra- curricular

Negative behaviours:

• Failed Reset
• Failing a reintegration meeting
• Inappropriate language - confrontational / defiant / rude
• Inappropriate Language - Homophobic
• Inappropriate Language - Sexist Language
• Inappropriate Language - Sexualised Language
• Inappropriate Language - Swearing
• Inappropriate Language - Transphobic
• Inappropriate Language Bi Phobic
• Inappropriate Language- Racist
• Inappropriate language - verbal abuse
• Racist behaviour / gestures
• Fighting - Physical Violence
• Physical assault/violent behaviour towards a member of staff
• Physical assault/violent behaviour towards another student
• Absconded from School
• Inappropriate use of IT equipment
• Lesson Truancy
• Refusal to enter the classroom
• Refusal to hand in mobile phone
• Removal - Not listening to others
• Removal - Persistent disruptive behaviour
• Removal- Refusal to complete work
• Vandalism or theft of school
• Walked out of lesson without permission
• Failed Correction
• Out of Lesson Behaviour
• Persistent failure to bring PE kit
• Refusal to borrow PE kit
• Failure to bring PE kit
• Failure to complete Independent Learning
• Graffiti on classwork / defacing classwork
• Incorrect uniform
• Independent Learning below standard
• Lying to a member of staff
• Missed Correction
• Not having Basic Equipment
• Not on time to lesson
• Not on time to school
• Persistent refusal to follow instructions
• Phone Call Home - Classroom behaviour below teacher expectations
• Phone call home- parent/carer informed of behaviour concern
• Prohibited Item
• Refusal to complete adequate work
• Use of mobile phone
• Wearing make up, false lashes, jewellery
• Failure to attend reintegration meeting
• Move seats
• Suspected prohibited item

Appendix II - Key learning behaviours

Appendix III - Corrections Protocol

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⬇

                              ⬇                                                            ⬇

                                                                                           ⬇                                ⬇

                                                                          ⬇

Appendix IV - Restorative conversations

Appendix V - Classroom Entry and Exit routines

Appendix VI - Home-school Agreement

Appendix VII - Uniform expectations

Appendix VIII - Approaches to behaviour