Behaviour for Learning Policy

Version: June 2023          Review Date: June 2024

A consultation via email around the contents of this policy has been conducted
with all staff prior to the policy release.

Co-op Academy Swinton, Sefton Road, Pendlebury, Manchester M27 6JU Tel: 0161 794 6215 swinton.coopacademies.co.uk

Contents

Introduction        3

Aims of the Policy        4

Legislation and Statutory Requirements        5

Links with Trust Policies        5

Links with Co-op Academy Swinton Policies        5

Roles and Responsibilities        6

Supporting Students with SEND        6

Student Support        7

Our Core Learning Habits are:        8

Being ready to learn | Fully equipped, full academy uniform and
punctual to all lessons. Please see enclosed uniform and standards guidance        8

Standards Gate        8

Classroom Consequences        9

Around School Behaviour        10

Corrections        10

Tiered Approach - Reports        11

Isolation Intervention        11

Respite Placements        12

Suspensions        12

Child on Child Abuse        12

Consequence Table        14

Acknowledgement of our ‘Ways of Being’        16

Rewards        18

The Use of Social Media        19

Confiscation        19

Physical Restraint        19

Appendix 1 | Uniform and Equipment        21

Appendix 2 | Letters to families about student behaviour - templates        23

Appendix 2 | Respite Placement        29

Appendix 3 | Corrections Protocol        30

Introduction

The purpose of our Behaviour for Learning Policy is to ensure that all members of our community have knowledge of the Behaviour for Learning system and follow it to bring about consistency of practice throughout the school. It also ensures that all students understand what constitutes acceptable and unacceptable behaviour and that every student understands their choices and the consequences of their decisions. The policy also outlines the acknowledgement of our ways of being that helps make the system effective as we recognise that rewards play a vital role in the process of ensuring outstanding behaviour.

Our key purpose is to ensure the safety, well-being and success of all our students. In order to ensure success for all, we have in place a range of interventions to support students, develop positive relationships and refocus on learning. At Co-op Academy Swinton, we resist endless discussions around behaviour and spend our energy in returning students to learning. Poor conduct has consequences for learning, achievement and in these unprecedented times the safety and wellbeing of our community. We strive to achieve the same high expectations for all.

Our Behaviour for Learning Policy is built around our ways of being values; Succeed Together, Do What Matters Most, Be Yourself, Always and Show You Care and is aimed at supporting our students develop in them, and reflect where they have breached these values.

In applying this policy, the school takes into account its duties under the Equality Act 2010 regarding relevant characteristics protected by that act, notably disability. It also takes into account the needs of pupils with special educational needs. The school will also have regard to its safeguarding policy where appropriate.

This Policy is based on statutory guidance from the Department for Education:

Behaviour and discipline in schools:

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment _data/file/488034/Behaviour_and_Discipline_in_Schools_-_A_guide_for_headteachers_an d_School_Staff.pdf 

Getting the simple things right. Charlie Taylor’s behaviour checklists:

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment _data/file/571640/Getting_the_simple_things_right_Charlie_Taylor_s_behaviour_checklist s.pdf 

Further reading and research: 

EEF Improving Behaviour in Secondary School:
https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/be haviour 

Creating a Culture: How school leaders can optimise behaviour:

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment _data/file/602487/Tom_Bennett_Independent_Review_of_Behaviour_in_Schools.pdf

Aims of the Policy

• To have the highest expectations of student behaviour in order to maximise opportunities to strive for success.
• To ensure all students develop the good learning habits that they need to be successful in school and life.
• To realise and celebrate the potential of all students through promoting our core values of show you care, succeed together, be yourself, always and do what matters most.
• To create an environment in which students are supported to become self-disciplined, hardworking and able to accept responsibility for their own actions.
• To form an active, three-way partnership with families and students 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 students including those with special educational needs and disabilities.

Co-op Academy Swinton is committed to doing what matters most by ensuring that our students strive to achieve success. We are dedicated to succeeding together and ensuring that all students 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 students 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, students are expected to pick up and develop our core learning habits which we believe every student can demonstrate. In doing so, each student 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 students are responsible for certain expectations in classrooms and in corridors.

Legislation and Statutory Requirements

This policy is based on advice from the Department for Education (DFE) on:

Behaviour and Discipline in schools:

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachmen t_data/file/488034/Behaviour_and_Discipline_in_Schools_-_A_guide_for_headteachers_a nd_School_Staff.pdf 

Searching, screening and confiscation:

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachmen t_data/file/674416/Searching_screening_and_confiscation.pdf 

Equality Act 2010 and schools:

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachmen t_data/file/315587/Equality_Act_Advice_Final.pdf 

The use of reasonable force in schools:

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachmen t_data/file/444051/Use_of_reasonable_force_advice_Reviewed_July_2015.pdf 

Supporting pupil at school with medical conditions:

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachmen t_data/file/803956/supporting-pupils-at-school-with-medical-conditions.pdf 

Links with Trust Policies

Exclusions Policy

https://www.coopacademies.co.uk/wp-content/uploads/2021/03/Exclusions-Policy-July-2 021.pdf 

Links with Co-op Academy Swinton Policies

Safeguarding & Child Protection Policy

https://swinton.coopacademies.co.uk/about-us/policies/safeguarding-and-child-protectio n-policy/ 

SEND Policy https://swinton.coopacademies.co.uk/about-us/policies/send-policy/ 

Roles 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 student 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

Supporting Students with SEND

SEN 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 (2014) states that schools and leaders must maintain a culture of high expectations for all students, include pupils with SEN in all opportunities and use the ‘best endeavours’ to ensure a student with SEN receives support.

We understand that the ‘new normal’ will be difficult for some students. It may be even more challenging for some students with special educational needs. We will therefore, like always, look to reasonably adjust where necessary. Our inclusive policy ensures all students have the opportunity to learn in a safe environment, rules and strategies are clear to avoid ambiguity and clarity for all stakeholders.

Students with identified SEN will have reasonable adjustments put in place to be agreed with the parent/carer and student. 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 student can have an agreed amount of minutes as ‘time-out’ if required.
• Uniform
• Fidget toys
• Student passports
• Teaching assistant support
• Routines
• Provision at unstructured times
• Specific seating position within the classroom.
• Ensure the students' support plan is part of the established routines in everyone of their lessons.
• Nudge texts to remind students about expectations of equipment and standards
• Every teacher will be aware of the EEF’s ‘five a day’ strategies to ensure students 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
• (https://educationendowmentfoundation.org.uk/news/eef-blog-five-a-day-to-impro ve-send-outcomes) 
• Any reasonable adjustments will be shared with staff.

Building relationships with all pupils, including pupils with SEN 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.

Student Support

The school recognises its legal duty under the Equality Act 2010 to prevent students with a protected characteristic from being at a disadvantage. Consequently, our approach to challenging behaviour may be differentiated to cater to the needs of the student.

The school’s special educational needs co-ordinator will evaluate a student who exhibits challenging behaviour to determine whether they have any underlying needs that are not currently being met.

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

Our 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.

Standards Gate

In the morning as our students arrive we will have three gates open. The Breakfast Club Gate (Enter at the Key Stage 3 gate) will welcome our students from 7:30am for a free breakfast and hot/cold drink. This is available for all our students.

Key Stage 3 (Year 7, 8 & 9) students can fast track into the building if they are ready to learn (Fully equipped, full school uniform and have arrived before the morning 8:40am bell). Students will enter through the Science Gate at the front of the academy. Year 7 & 8 currently enter the academy here so there will be no changes for those two year groups.

Key Stage 4 (Year 10 & 11) students can fast track into the building if they are ready to learn (Fully equipped, full academy uniform and have arrived before the morning 8:40am bell). Students will enter through the Main Student Entrance at the front of the academy. Year 10 & 11 currently use this entrance so no there will be no change for both year groups.

The third gate is our Standards Gate. Students enter here if they are not ready to learn. For example, a student may not have a tie and as a result are not in full uniform. This student will enter through the Standards Gate located at the front of the academy entering the Maths corridor (in between the Key Stage 3 & 4 fast track gates). Here they can loan a tie for the day. This stops the student receiving a correction. We will also loan blazers, school shoes and provide equipment needed. If a student 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.

Our Standards Gate is open until 9:30am. Students arriving late before 9:30am enter the academy through this gate and not the Main Entrance. Any student arriving after 9:30am will then enter at the Main Reception to sign in. Students who are late on two or more occasions in the same week will complete a 40 minute after school correction on Monday of the following week.

Classroom Consequences

Around School Behaviour

At Co-op Academy Swinton we expect our students to do the right thing, even when no one is watching. We have clear expectations of our students 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

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

Corrections

We must have high expectations of everyone in order for them to be successful; we will support every student to meet our expectations. Whilst sometimes this may be challenging, we expect our students 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 student is given the opportunity to reflect on their mistake. This allows the student to take the necessary next steps to improve on the following day. Failure to attend the same-day correction will result in students completing a ‘Wave 1 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 3.

Students 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 student 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)). Students will be informed of the correction by the class teacher. Parents/carers have access to the class charts app and can regularly monitor their child's behaviour there.

Corrections can last up to one hour. If a student 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 isolation intervention

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

Tiered Approach - Reports

Students will be placed on tiered reports for:

● Following a suspension

● Repeated refusal to follow school rules

● Truancy

● One off incidents

Tiers will be escalated if students do now meet the expectations outlined in the report card. If students successfully complete their report period and later display similar poor behaviour they can only return to the same tier once, after this tiers will be escalated.

Isolation Intervention

Isolation intervention is used when a pupil, for disciplinary reasons, is required to spend a limited time out of the classroom at the instruction of a member of staff. Students will continue their education in a supervised setting via google classroom and/or Oak National Academy resources. There are waves to placements in 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. 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 isolation placements.

Respite Placements

Respite placements may also be used for a maximum placement period of five days. Students will continue their education in a supervised setting at an offsite location. Students will be placed at other schools in the local authority. Parents will be informed and a reintegration meeting will take place on the day of the students return to their mainstream provision.

Suspensions

As part of the Co-op Academies Trust we follow the Exclusion Policy which can be found here: https://www.coopacademies.co.uk/wp-content/uploads/2021/03/Exclusions-Policy-July-2 021.pdf 

Our Trust aims ensure that:

● exclusion is only ever a last resort

● the exclusions process is applied fairly and consistently

● the exclusions process is understood by governors, staff, parents and pupils

● pupils in school are safe and happy

● pupils do not become NEET (not in education, employment or training)

This policy is based on statutory guidance from the Department for Education: Exclusion from maintained schools, academies and pupil referral units (PRUs) in England (‘the statutory guidance’).

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 Part 5 of Keeping Children Safe in Education 2022. 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 Academy Swinton Anti Bullying Policy

Co-op Academy Swinton Child Protection Policy.

Keeping Children Safe in Education 2022

Consequence Table

The table shows possible consequences for different behaviours. Where student behaviour is persistent, we will work with families and the student to put support in place to create individualised strategies to help the student get back on track.

Acknowledgement of our ‘Ways of Being’

Weekly Ways of Being Focus | Our acknowledgement system sets targets every week. At Co-op Academy Swinton, we acknowledge students when they positively display our values. These are acknowledged regularly in the form of achievement points which are issued electronically by teaching and support staff. There are weekly, half-termly and termly awards for individuals, forms and year groups.

Verbal acknowledgement | Around the academy, Form Time and in lessons, staff members use positive language, specific descriptive feedback and reinforcement to signal to students 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.

Achievement Points | Students are acknowledged in the form of achievement points which are issued electronically by teaching and support staff. There are weekly, half termly and termly awards from individuals, forms and year groups. Achievement points are given for behaviours in class and around the building when showing exceptional manners and caring for others.

Postcards and Letters Home | Departments, year teams and our Senior Leadership Team will send postcards and letters home to students who demonstrate over and above behaviours that mirror our core values.

Golden Tickets | Teachers and Support Staff can hand out one golden ticket per lesson for students 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 students (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 students 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 students. Examples of behaviours are; pride in presentation, effort, confident articulation of learning, manners, gratitude and caring for others.

Raffles | Students who consistently demonstrate outstanding learning habits will be entered into raffles to win various prizes. An example of prizes are, queue jump at break & lunch, chocolate hamper, shopping vouchers, iPad, Chromebook, revision packs, trips to Old Trafford and various other venues throughout the year.

End of Half Term and Termly Celebration Assemblies | Key Stage 3 will receive a film afternoon for students with 0 behaviour points for the half term. Key Stage 4 students with 0 Behaviour Points will be entered into a draw to win a revision pack.

End of Half Term and Termly Celebration Assemblies and Golden Ticket Raffles | Students who consistently demonstrate outstanding learning habits will be entered into raffles to win various prizes. An example of prizes are, queue jump at break & lunch, chocolate hamper, shopping vouchers, iPad, Chromebook, revision packs, trips to Old Trafford and various other venues throughout the year.  

Rewards

Y7 – Y11 students receive rewards electronically via Class Charts. Rewards are issued for academic achievement, attendance and for displaying the Co-op values. An overview of the Co-op Swinton rewards system can be seen below:

Use of Mobile Devices

Please see the following link to access the Co-op Academy Swinton policy on the use of mobile devices.

The Use of Social Media

The academy will enforce the Behaviour Policy, if appropriate, if the use of social media has a negative impact on the Academy, students or staff in any way. Examples of prohibited social media use includes:

• damage to the academy or its reputation, even indirectly
• use that may defame academy staff or any third party
• use that may harass, bully or unlawfully discriminate against staff, other students or third parties
• false or misleading statements
• use that impersonates staff, other students or third parties
• expressing opinions on the academy’s behalf
• using academy logos or trademarks.

This list is not exhaustive.

If the use of social media needs to be reported then the Associate Assistant Headteacher Behaviour & Attitudes should be informed. If necessary the academy will refer matters to the Police. We expect staff, students and parents to use social media respectfully and to be careful with imagery and language that they share online. Breaches of this policy will result in disciplinary sanctions being applied. In terms of the Academy’s responsibility to government guidance on the Prevent Duty children must be kept safe from terrorist and extremist material. The academy filters and monitors use of ICT as appropriate.

Confiscation

Any prohibited items found in students’ possession will be confiscated. These items will not be returned to students. We will also confiscate any item which is harmful or detrimental to the school. These items may not be returned to students after discussion with senior leaders and parents. Searching and screening students is conducted in line with the DfE’s searching, screening and confiscation. Any checks or searches on students will be conducted in pairs and with a senior member of staff present.

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment _data/file/674416/Searching_screening_and_confiscation.pdf 

Physical Restraint

The academy will follow the Department of Education advice ‘Use of Reasonable Force - advice for school leaders, staff and governing bodies’: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment _data/file/444051/Use_of_reasonable_force_advice_Reviewed_July_2015.pdf

All academy 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.

In some circumstances, staff may use reasonable force to restrain a pupil to prevent them:

• Causing disorder
• Hurting themselves or others
• Damaging property

Incidents of physical restraint must:

• Always be used as a last resort
• Be applied using the minimum amount of force and for the minimum amount of time possible
• Be used in a way that maintains the safety and dignity of all concerned Never be used as a form of punishment
• Be recorded and reported to parents

Appendix 1 | Uniform and Equipment

The academy lays great stress on the importance of academy uniforms in creating an atmosphere of smartness and discipline. We recognise students who consistently wear the correct uniform by awarding achievement points (see rewards section).

• Academy Blazer* - blue with academy logo
• Academy Jumper* (optional) - grey v-neck with academy logo
• Shirt - light blue, plain
• Academy Tie* (clip-on style) - available from Whittakers or our School Office ● Knee Length Skirt* - Trutex navy blue, stitch-down pleat (other skirts will not be accepted)
• Trousers - black tailored trousers only (no cord or denim)
• Shoes - plain black with NO additional colours (suitable black, low-heeled shoe, no trainers, boots or leisure shoes)
• Socks - plain black (knee length for girls)
• Tights - black (plain, not patterned)
• Backpack (large enough to fit your books and PE kit in)

Items (marked *) can only be bought from Whittakers Schoolwear

Health and Safety | Jewellery and false nails are not to be worn. A wristwatch may be worn. Denim jackets/combat pants and other fashion wear, including trainers cannot be worn. No hoodies are allowed to be worn in the school building or around the school grounds.

Hairstyles | Excessively bright and unnatural colours (includes unnatural streaks, and unnatural coloured braided extensions), tramlines and shaven patterns will not be allowed. This includes hair that has been shaven at different lengths, Mohican style haircuts or any unblended shaved patterns. The Headteacher will have the final judgement to deem the hairstyle appropriate or inappropriate to academy policy.

Makeup, False nails, Nail polish and False Eyelashes | Makeup, nail polish, false nails or false eyelashes are NOT permitted to be worn by students. If a student is found to be wearing any of the above then we will ask the student to remove them. If this is not carried out then the student may be placed into isolation.

PE Kit | Correct kit must be worn for all PE lessons. All students will be expected to take part, unless a valid note is produced, signed by a parent or guardian. If a child has a medical condition, which may affect their long-term participation, then they may be asked to bring in a medical note or evidence from your family GP. Students will not be allowed to wear training shoes or socks for gymnastics. Students may wear navy tracksuit bottoms for PE lessons during periods of cold weather and at the teacher's discretion:

• Academy polo shirt* - synthetic blue with academy logo
• Shorts - plain navy blue
• Football/rugby socks - plain navy
• Trainers/pumps - for indoor use
• Football/rugby boots - for outdoor use
• Academy long sleeved jersey* (optional)
• Hair bobble for long hair
• Leggings - black footless for indoor use
• Socks - plain black
• Trainers/pumps - for indoor use
• Academy hooded top* (optional)

Equipment | Students are expected to provide themselves with the basic equipment for lessons. These should include: Pen, Pencil, Rubber, Ruler, Calculator, Cashless System Card and just as important - a suitable backpack for books and equipment.

Appendix 2 | Letters to families about student behaviour - templates

Dear FAMILY MEMBER NAME

Our core learning habits specify how we want our students to behave at all times. When behaviour is deemed unacceptable it affects the learning environment of both classrooms and corridors. We have a tiered approach towards dealing with unacceptable behaviour which involves the following stages:

Stage 1: Tutor

Stage 2: Year Manager

Stage 3: Pupil Progress Coordinator

Stage 4: Assistant Headteacher

Stage 5: Deputy Headteacher

Stage 6: Principal

Unfortunately <STUDENT NAME> has been placed at the formal Tutor report (Stage 1) of the tiered model due to poor behaviour being reported by staff. Please review <STUDENT NAME> ClassCharts profile and if you would like to discuss things further, call the school office and ask for a conversation with <FORM TUTOR NAME>. We ask you to speak to <STUDENT NAME> to support and prevent movement to stage .

<STUDENT NAME> will be placed on a behaviour monitoring report. This involves a behaviour report with targets being taken to all lessons for teachers to give feedback upon progress. We expect a parental signature placed on the report at the end of each day. I will then be monitoring this report at the start and end of each day and will communicate accordingly with you to support <STUDENT NAME>. <STUDENT NAME> will remain on report to me until one of two criteria is met:

● A successful completion of the report and stage

● An unsuccessful report – this will then mean <STUDENT NAME> will move to the next stage which is formal Year Manager involvement

As a school we want to work with parents to improve and support any unacceptable behaviour. As originally outlined, we aim to catch students doing the right thing. I hope <STUDENT NAME> will take this opportunity to reflect upon their behaviour and strive for improvement. Please do not hesitate to contact me if you require any further support or guidance around this letter.

Yours sincerely,

SIGNATURE OF FORM TUTOR

Tutor of <NAME OF TUTOR GROUP>

Stage 2 | Letter template Year Manager

Dear FAMILY MEMBER NAME

Our core learning habits specify how we want our students to behave at all times. When behaviour is deemed unacceptable it affects the learning environment of both classrooms and corridors. We have a tiered approach towards dealing with unacceptable behaviour which involves the following stages:

Stage 1: Tutor

Stage 2: Year Manager

Stage 3: Pupil Progress Coordinator

Stage 4: Assistant Headteacher

Stage 5: Deputy Headteacher

Stage 6: Principal

Unfortunately <STUDENT NAME> has been placed at the formal Year Manager report (Stage 2) of the tiered model due to poor behaviour being reported by staff. Please review <STUDENT NAME> ClassCharts profile and if you would like to discuss things further, call the school office and ask for a conversation with <YEAR MANAGER NAME>. We ask you to speak to <STUDENT NAME> to support and prevent movement to stage .

<STUDENT NAME> will be placed on a behaviour monitoring report. This involves a behaviour report with targets being taken to all lessons for teachers to give feedback upon progress. We expect a parental signature placed on the report at the end of each day. I will then be monitoring this report at the start and end of each day and will communicate accordingly with you to support <STUDENT NAME>. <STUDENT NAME> will remain on report to me until one of two criteria is met:

● A successful completion of the report and stage

● An unsuccessful report – this will then mean <STUDENT NAME> will move to the next stage which is formal Pupil Progress Coordinator involvement

As a school we want to work with parents to improve and support any unacceptable behaviour. As originally outlined, we aim to catch students doing the right thing. I hope <STUDENT NAME> will take this opportunity to reflect upon their behaviour and strive for improvement. Please do not hesitate to contact me if you require any further support or guidance around this letter.

Yours sincerely,

SIGNATURE OF YEAR MANAGER

YEAR MANAGER of <NAME OF YEAR GROUP>

Stage 3 | Letter template Pupil Progress Coordinator 

Dear FAMILY MEMBER NAME

Our core learning habits specify how we want our students to behave at all times. When behaviour is deemed unacceptable it affects the learning environment of both classrooms and corridors. We have a tiered approach towards dealing with unacceptable behaviour which involves the following stages:

Stage 1: Tutor

Stage 2: Year Manager

Stage 3: Pupil Progress Coordinator

Stage 4: Assistant Headteacher

Stage 5: Deputy Headteacher

Stage 6: Principal

Unfortunately <STUDENT NAME> has been placed at the formal Pupil Progress Coordinator Report (Stage 3) stage of the tiered model due to poor behaviour being reported by staff. Please review <STUDENT NAME> ClassCharts profile and if you would like to discuss things further, call the school office and ask for a conversation with <PUPIL PROGRESS NAME>. We ask you to speak to <STUDENT NAME> to support and prevent movement to stage .

<STUDENT NAME> will be placed on a behaviour monitoring report. This involves a behaviour report with targets being taken to all lessons for teachers to give feedback upon progress. We expect a parental signature placed on the report at the end of each day. I will then be monitoring this report at the start and end of each day and will communicate accordingly with you to support STUDENT NAME>. <STUDENT NAME> will remain on report to me until one of two criteria is met:

● A successful completion of the report and stage

● An unsuccessful report – this will then mean <STUDENT NAME> will move to the next stage which is formal Assistant Headteacher involvement

As a school we want to work with parents to improve and support any unacceptable behaviour. As originally outlined, we aim to catch students doing the right thing. I hope <STUDENT NAME> will take this opportunity to reflect upon their behaviour and strive for improvement. Please do not hesitate to contact me if you require any further support or guidance around this letter.

Yours sincerely,

SIGNATURE OF PUPIL PROGRESS COORDINATOR

<PUPIL PROGRESS COORDINATOR>

Stage 4 | Letter template Assistant Headteacher

Dear FAMILY MEMBER NAME

Our core learning habits specify how we want our students to behave at all times. When behaviour is deemed unacceptable it affects the learning environment of both classrooms and corridors. We have a tiered approach towards dealing with unacceptable behaviour which involves the following stages:

Stage 1: Tutor

Stage 2: Year Manager

Stage 3: Pupil Progress Coordinator

Stage 4: Assistant Headteacher

Stage 5: Deputy Headteacher

Stage 6: Principal

Unfortunately <STUDENT NAME> has been placed at the formal Assistant Headteacher Report (Stage 4) stage of the tiered model due to poor behaviour being reported by staff. Please review <STUDENT NAME> ClassCharts profile and if you would like to discuss things further, call the school office and ask for a conversation with <ASSISTANT HEADTEACHER NAME>. We ask you to speak to <STUDENT NAME> to support and prevent movement to stage .

<STUDENT NAME> will be placed on a behaviour monitoring report. This involves a behaviour report with targets being taken to all lessons for teachers to give feedback upon progress. We expect a parental signature placed on the report at the end of each day. I will then be monitoring this report at the start and end of each day and will communicate accordingly with you to support STUDENT NAME>. <STUDENT NAME> will remain on report to me until one of two criteria is met:

● A successful completion of the report and stage

● An unsuccessful report – this will then mean <STUDENT NAME> will move to the next stage which is formal Deputy Headteacher involvement

As a school we want to work with parents to improve and support any unacceptable behaviour. As originally outlined, we aim to catch students doing the right thing. I hope <STUDENT NAME> will take this opportunity to reflect upon their behaviour and strive for improvement. Please do not hesitate to contact me if you require any further support or guidance around this letter.

Yours sincerely,

Behaviour for Learning Policy September 2022 21

SIGNATURE OF ASSISTANT HEADTEACHER

<ASSISTANT HEADTEACHER>

Stage 4 | Letter template Deputy Headteacher 

Dear FAMILY MEMBER NAME

Our core learning habits specify how we want our students to behave at all times. When behaviour is deemed unacceptable it affects the learning environment of both classrooms and corridors.

I write to express my disappointment with <STUDENT NAME> continued poor behaviour in school. Our behaviour for learning policy aims to catch students doing the right things unfortunately we are repeatedly catching <STUDENT NAME> demonstrating poor behaviour. So far <STUDENT NAME> has been involved in the following support strategieS

● Formal tutor involvement - report, letter sent home and phone call ● Formal Year Manager involvement - report, letter sent home, phone call and parental meeting

● Formal Pupil Progress Coordinator involvement - report, letter sent home, phone call and parental meeting

● Formal Assistant Principal involvement - report, letter sent home, phone call and parental meeting

Unfortunately <STUDENT NAME> has now formally started the Deputy Headteacher Report (Stage 5). I need to highlight to you that the next stage will be formal involvement by the Principal, Mrs Ali. The Principal is the final stage of the behaviour policy, at this point discussions will take place regarding <STUDENT NAME> being at the school as we would have exhausted all possible support strategies. At this point we will be contemplating a managed move to another school or even permanent exclusion.

As a school we want to work with parents to improve and support any unacceptable behaviour. As originally outlined we aim to catch students doing the right thing. I hope <STUDENT NAME> will take this final opportunity to reflect upon their behaviour and strive for improvement. Please do not hesitate to contact me if you require any further support or guidance around this letter.

Yours sincerely,

SIGNATURE OF DEPUTY HEADTEACHER

<DEPUTY HEADTEACHER>

Stage 5 | Letter template Principal

Dear FAMILY MEMBER NAME

Our core learning habits specify how we want our students to behave at all times. When behaviour is deemed unacceptable it affects the learning environment of both classrooms and corridors.

I write to you following communication from Mr Fletcher (Deputy Headteacher) regarding <STUDENT NAME> repeated and continued poor behaviour in school. Our behaviour policy aims to always catch students doing the right things, unfortunately <STUDENT NAME> is now at the final stage of formal Principal involvement. So far <STUDENT NAME> has been involved in the following support strategies:

● Formal tutor involvement - report, letter sent home and phone call ● Formal Year Manager involvement - report, letter sent home, phone call and parental meeting

● Formal Pupil Progress Coordinator involvement - report, letter sent home, phone call and parental meeting

● Formal Assistant Principal involvement - report, letter sent home, phone call and parental meeting

● Formal Deputy Headteacher involvement - report, letter sent home, phone call and parental meeting

Unfortunately <STUDENT NAME> has now formally started the final stage, this will involve a final Principal Report (Stage 6). I fully expect <STUDENT NAME> to successfully complete this report with positive feedback from all teachers. If improvement is not shown I will be asking you to return to school so we can formally discuss the next steps.

As a school we want to work with parents to improve and support any unacceptable behaviour. As originally outlined we aim to catch students doing the right thing. I hope <STUDENT NAME> will take this final opportunity to reflect upon their behaviour and strive for improvement. Please do not hesitate to contact me if you require any further support or guidance around this letter.

Yours sincerely,

SIGNATURE OF PRINCIPAL

<PRINCIPAL>

Appendix 2 | Respite Placement

Updated once paperwork is released from Salford Council

Appendix 3 | Corrections Protocol

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