Positive Behaviour Policy

Policy details

Date created - April 2023

Date most recently reviewed by governors  - June 2023

Responsibility for review - Academy Governing Council

Next review - June 2024

Contents

Policy details        

1. Policy Statement and Purpose
2. Rules and Ways of Being
3. Rights and Responsibilities
4. Developing Positive Behaviour
5. Rewards
6. Classroom Strategies and Expectations
7. Expectations around the Academy
8. Expectations outside of school
9. Consequences
10. Further Interventions and Support
11. Child on Child Abuse
12. Suspensions
13. Permanent Exclusions
14. Searching, Screening and Confiscation

Appendix i:  Home School Agreement

1. Policy Statement and Purpose

At Co-op Academy New Islington, we aim to create a happy, safe, caring, stimulating and inclusive  environment for all. We encourage self-discipline and aim to keep rules and regulations to a  minimum.

Promoting good behaviour amongst the pupils is a shared responsibility. All those who work with the  school - staff, Governors, parents, the wider community and the children -  have a vital role to play. As  members of the school community, all stakeholders should aim to build positive relationships with  each other and we expect each individual to respect others, their families, culture and beliefs, as part  of the high standards of behaviour that we have at New Islington.

This policy should be read in conjunction with the following policies (available on the Co-op Academy Trust website and the Co-op Academy New Islington 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 2022

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)

2. Rules and Ways of Being

Co-op Academy New Islington 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 (listen carefully and follow instructions)

Show that you care (be respectful and kind)

Be yourself, always (be the best version of yourself)

Succeed together (cooperate with others and be resilient)

The following are the  broad rules underpinning our policy; rules and expectations that bring the Co-op Ways of Being to life:

Work hard and focus on learning

Do your best work

Consistently make positive behaviour choices

Come to school everyday and on time

Take pride in yourself and your community

Ask for help

Be a good friend

Be honest

Be a team player

Be respectful

Be honest and tell the truth

Be kind and polite

3. Rights and Responsibilities

All stakeholders have their part to play to ensure that this policy is applied consistently and effectively.

• Governing body
• Headteacher
• Staff
• Parents
• Students

4. Developing Positive Behaviour

As an Academy, we develop develop positive behaviour e.g. through:

• staff induction
• student induction
• regular re induction and training
• positive approach / unconditional positive regard / positive discipline etc.
• School norms / routines (e.g. lineups / morning routines / classroom routines / assemblies)

5. Recognition

At Co-op Academy New Islington, we recognise and reward good behaviour through:

• assemblies
• postcards home
• wristbands
• Proud Cloud and Fame Frame
• Hot chocolate Friday
• Popcorn Friday
• Raffle Tickets

6. Classroom Strategies and Expectations

Good discipline is the shared responsibility of all staff. We know that if we expect the children to  behave well, the adults in the school must model good behaviour themselves.

We strive to avoid:

• Humiliation – it breeds resentment
• Shouting – it diminishes us
• Overreacting – the problem will grow
• Blanket punishment – this is unjust towards the innocent
• Harsh sarcasm
• Threatening children with someone else’s discipline
• Using an area of the curriculum as a punishment (e.g. extra maths or no P.E.)

Children need to know and help set the class rules. Each teacher works with their class to formulate a  class ‘What we need’ charter, detailing a shared set of rights and responsibilities for all  members of the class community, both children and adults, to adhere to.  

Every class takes part in class circles at regular points of the week. This time is used to build  connections and relationships within the class. During circles, expectations of behaviours are taught  and reinforced on a regular basis and on-going throughout the year. The class will develop their own  class rules for learning, circles and behaviour. The agreed rules are on display in the classrooms.

Children are therefore encouraged to take responsibility for their own actions and behaviour; as well  as consider the impact of their actions and behaviour on others. Pupils who follow the rules must  have their actions acknowledged and rewarded. Those who do not follow the rules need to know that  their actions will not be ignored. Consequences of inappropriate choices will be discussed and decided  upon with the pupil and the consequence enforced. As part of promoting positive behaviour and encouraging positive role models, pupils are provided with  the opportunities to take on responsibilities within their own class, and across their school. These  include, but are not limited to:

• Sports Ambassadors
• Classroom monitor jobs
• Reading Buddies
• Early Years buddies
• Digital Leaders
• Lunchtime Leaders

7. Expectations Around the Academy

The school environment 

Our expectation is that classrooms will be tidy, decluttered and well organised as this has a positive impact on  behaviour. All of us should be proud of our interesting, well-resourced school. It is the responsibility  of adults and children alike to maintain our pleasant school by looking after the resources and  displays.

Corridors

Children are expected to walk quietly around the building at all times (especially when passing  through areas where other people are working). Children and adults should be keen to hold doors open  for others showing politeness and consideration for others.

Assemblies 

Staff and children are expected to enter and leave the hall silently, and sit quietly during assembly  showing respect for the adult or children delivering the assembly. Children and adults should be keen  to participate and contribute to any interactive parts of an assembly in a positive and respectful  manner. Members of staff who accompany their class into assembly, and wish to issue instructions to  children in assembly should usually do this using signs rather than speech, and should lead their class  in and out of assembly from the front of the line.

The dinner hall 

Children should line up sensibly, be polite when receiving their meal and follow any directions of the  adults in charge. After the meal children should clear their eating area, leave the dining area quietly  and walk to the playground or field.

The playground 

At New Islington, we do not distinguish between the authority of one adult to another, regardless of  role. At lunchtime, children are expected to respect the authority of the adults on duty in the same way  that they would with the teaching staff. All children should feel safe outside and must be made aware  of the playground rules and the importance of informing a duty adult if they have been hurt, are being  bullied or harassed. The adults on duty are responsible for ensuring that a good range of play  equipment is available for the children; that they are safe.

Adults must ensure that incidents are dealt with within the restorative framework. Any serious  behaviour incidents should be reported to the SMT member for further investigation and recorded on  CPOMS.

School uniform 

Children are expected to wear school uniform at all times. We feel this gives the children a sense of  pride and purpose and creates a sense of community that encourages good behaviour. Guidance for  school uniform is detailed in the prospectus section of the school website, or available in printed form  from the school office. All members of staff will remind pupils of the correct uniform yet be mindful  that family circumstances can impact on uniform choice.

8. Expectations outside of School

We expect our pupils to show respect and consideration when outside of school. Our pupils understand that the Co-op Ways of Being are principles that need to be applied consistently throughout their day. Our pupils understand that they represent the School outside of the school building; this includes (but is not limited to) walking to and from school in school uniform, and poor behaviour online / bringing school into disrepute.

9.  Consequences

Although Co-op Academy New Islington does everything we can to mitigate the need for consequences and sanctions, we know that students do make mistakes. Incidences of negative behaviour are dealt with in a fair, respectful and appropriate way, with the key  focus on individuals taking responsibility for their behaviour, repairing any harm done, rebuilding and  restoring relationships. The key principle when dealing with issues is to give all the people involved a  chance to have their say and become actively involved in the process. All members of staff and  children know that issues will be dealt with fairly with a ‘no blame’ approach.

When there have been incidents between two children key questions will be asked to find out what  has happened and how the individuals involved can make things right again, or repair the harm  caused.

Our aim is not to ask ‘Why?’ something has happened but to determine what has led up to an  issue and resolve it in a positive way. Everyone involved in an incident is taken through a Restorative  dialogue and is therefore supported in coming to understand the harm that has been caused to all  parties.  

The Restorative Questions:

What happened? Drawing out each person’s story one at a time, starting with the person who has  caused the harm. The aim is not to come to a definitive conclusion on what has happened, but for each  person to have their point of view listened to.

What do you think and feel about that? What each person was thinking and feeling at the time, before  and since.

Who has been affected and how? Who has been harmed/affected and how? Older children are  encouraged to think about the wider implications of who has been affected e.g. families.

What are the needs of those involved? What those affected need to feel better, move on, repair harm  and rebuild relationships.

What do you think needs to happen next/to make things right with each other and with the school  community? How do those people agree and negotiate meeting the needs identified above and what  support might they need to do this?  

How are you now? How to end the restorative conversation in a positive manner.

Staff support pupils in this process but try to ensure the pupils form their own agreement when  possible. Staff have the confidence and competence to adapt conversations according to the age and  maturity of the children involved.

This approach encourages those involved to identify ways in which a relationship can be repaired or  how they can move forward. By giving pupils this responsibility we are supporting them in  developing their own strategies for avoiding and resolving conflict. We also believe that if pupils  reach their own agreement as to how to move forward after a conflict, they are more likely to abide by  it than if it is suggested by an adult or imposed upon them. By involving the pupils in the design of  the agreement we give them ownership over it and ensure it is helping them to resolve the situation  and make amends in their own way.

All staff working within our school use active listening skills when dealing with a conflict. This  enables them to draw out more from those involved.

The Restorative Approach and use of consequences 

In Class Consequence System: 

1. Remind the child individually of your expectations and which value they are not following, two warnings given.  ‘_______, this is your warning, I expect to see you XXX . Do you understand? Thank you’. 
2. You have 2 choices, if you make a good choice this will happen (explain to the child the benefits of making a good choice) or if you continue not to follow the expectation, you will be asked to go to your buddy class for 5 mins. 
3. STOP and THINK (restorative sheet during break). This should be logged on Arbor.
4. Member of staff to follow up with a restorative meeting to reflect upon behaviour and repair relationships if needed. This should be logged on Arbor.
5. If behaviour continues or is physical fight, racist, homophobic, bullying, sexual harassment this must be reported to the Phase Leader as soon as possible. The child will then attend ‘reflection time’ during their lunch hour, where a reflection sheet will be completed with a member of the SLT. If an incident is related to the protected characteristics, it will be logged on CPOMS and Arbor.  Headteacher and parent / carer will be informed. The nature of the incident may result in a suspension.
6. Phase Leader – report card after 5 reflections (parents will be informed after 3 to inform them that behaviour needs to improve and to offer additional support strategies e.g. learning mentor referral) This should be logged on Arbor.
7. DHT / HT to monitor behaviour if on report for more than one week.
8. Parents contacted to discuss further actions that may need to be put in place.
9. Parents contacted and invited into school for a discussion with the Headteacher on strategies to improve their child’s behaviour and that an internal exclusion is being considered.
10. Fixed term or permanent exclusion.

Break times and Lunchtimes Consequence System:

1. Remind the child individually of your expectations and which value they are breaking, two warnings given. ‘_______, this is your warning, do not carry on playing like that/doing that . Do you understand? Thank you’.
2. You have 2 choices, if you make a good choice this will happen (explain to the child the benefits of making a good choice) or if you continue not to follow the school rule you will be asked to go to reflection.
3. If behaviour continues or is physical fight, racist, homophobic, bullying, sexual harassment the child will then attend ‘reflection time’ during their lunch hour, where a reflection sheet will be completed with a member of the SLT.  If an incident is related to the protected characteristics, it will be logged on CPOMS and Arbor.  Headteacher and parent / carer will be informed. The nature of the incident may result in a suspension.
4. Phase Leader – report card after 5 reflections (parents will be informed after 3 to inform them that behaviour needs to improve and to offer additional support strategies e.g. learning mentor referral)
5. DHT / HT to monitor behaviour if on report for more than one week.
6. Parents contacted to discuss further actions that may need to be put in place
7.  Parents contacted and invited into school for a discussion with the Headteacher on strategies to improve their child’s behaviour and that an internal exclusion is being considered.

Implementation of the Restorative Approach – Practicalities 

At New Islington, we recognise that all children are unique individuals and therefore we are flexible  in the manner in which we address any incidences of negative behaviour. The stages of the  Restorative Approach underpin our method in dealing with behaviour issues but we are conscious that  we adapt our approach to ensure it is suitable for the pupil’s age and level of understanding.

When working with pupils in the Early Years Foundation Stage our focus is on the initial stages of the  Restorative Approach. Staff working with these pupils focus on helping them to grasp the concepts of  feelings and how they are caused. Modelling, small group work, peer support and visual resources  such as photographs and Picture Cue Cards are all used to support the pupils’ understanding and  development of empathy.

This approach is also adapted for other pupils throughout the school. Pupils with low levels of  emotional maturity or with Special Educational Needs can require support in recognising how their  actions have affected others or how they feel about an incident. Pupils are supported in developing  their understanding of the Restorative Approach using tailored resources, lessons and at their own  pace. Children identified as having significant social, emotional or mental health needs may require  an alternative approach, which will be discussed and decided upon by the team around the child on an  individual basis.

Staff use their discretion and knowledge of the pupils involved to determine how best to implement  this approach and who to involve.

Curriculum Support 

Through our PSHE curriculum, we aim to teach children the importance of forming good  relationships and equip them with the skills to do this. We have high expectations of the children and  believe that they should behave because it is the right thing to do and not because they believe there  will be a material benefit. However, the school has a number of ways of rewarding good behaviour,  for both groups and individuals, as it believes that this will develop an ethos of kindness and  cooperation.

Our PSHE lessons, Circle Time, school assemblies, out-of school experiences and after school clubs  also contribute to the pupil’s understanding and competency in managing conflict. Discrete PSHE  lessons are taught on a regular basis to ensure all pupils understand the key stages of the Restorative  Approach and have the required skills to be able to resolve issues with adult support or independently,  where appropriate.  

Consistently challenging behaviour  

There may be a few children for whom a restorative approach does not have an impact or affect a  change in behaviour.

In these instances we may introduce a child friendly plan to ensure that they and  their peers can learn and play together respectfully. This may involve the implementation of LOFT  time – Loss of Free Time.

This decision would be taken by the class teacher and always be  proportionate and age appropriate.

We are also mindful that for some pupils with SEND we need a bespoke and individual approach to behaviour management. This is developed through a genuine understanding of need, in conjunction with the SENDCo, the classteacher, the pupil and their parents and reflects our usual high expectations of behaviour.

We are also mindful that for some pupils, poor behaviour might be an indication that further investigation needs to take place with regard to safeguarding that pupil. In this case the DSL and the DDSL will work alongside other professionals to ensure that we have a full picture of the child’s life.

10. Further Intervention (suspension)

Suspension: In line with the Exclusions Policy, only the Head Teacher can exclude a pupil. The behaviour of a pupil both inside and outside school can be  considered grounds for an exclusion.

A fixed term suspension can be for parts of the day if appropriate. For example, if a pupil’s behaviour  at lunchtime is disruptive, they may be excluded from the school premises for the duration of the  lunchtime period.  

A decision to exclude a pupil will be taken only in response to

• a serious or persistent breach of this behaviour policy and
•  if allowing the pupil to remain in school would seriously harm the education and welfare of  others

Examples of such behaviours might be (but not limited to):

• high level of physical violence towards another pupil
• high level of physical violence towards an adult
• demonstrating repeated negative behaviours such as non-compliance, foul language, disruption despite active and age appropriate interventions and support

Parents are notified of a suspension via  a face-to-face meeting or a phone call, that is followed up with a letter that details the incident. Links are shared to age appropriate online learning.

We recognise that a suspension in itself does not correct behaviour, but it does allow the pupil and their  family time to reflect on that behaviour; it also allows school to make ‘reasonable adjustments’ with  the intention that the same incident does not happen again.

These reasonable adjustments include (but not limited to):

• timetable variations
• adjusted adult supervision
• adjusted break time and lunchtime arrangements
• participate in a 6 week ‘Managing Big Feelings’ course
• zones of regulation programme
• daily check-in from the SENDCo
• regular check-in with parents

These are discussed in the ‘Return to School’ meeting that takes place on the morning immediately following the suspension.

Further information on suspensions can be found in the Trust’s Exclusion policy.

11. Child on Child Abuse

Co-op Academy New Islington 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 New Islington Anti Bullying Policy.

Co-op New Islington Child Protection Policy.

Keeping Children Safe in Education 2022

12. Permanent Exclusion

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

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

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

13. 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 students and make reasonable adjustments where necessary. Where possible searches will be conducted with the student present and away from other students  (unless there is reason to believe that significant harm could happen if we wait).

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

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

Wherever possible, searches will be carried out by two authorised members of staff, 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

At Co-op Academy New Islington we know that some of our pupils bring a mobile phone to school. No pupil is allowed a mobile phone in their bag or in the classroom during the school day. Phones are taken to the office for safekeeping on arrival at school and are then collected at the end of the day.  

Screening

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

Power to use reasonable force  

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

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

Searching, Screening and Confiscation - Advice for Schools

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

Appendix 1

Home School Agreement

As a school, we will do our best to:

• Support your child’s wellbeing and safety by providing a safe, supportive and caring environment
• Support and encourage your child to reach their full potential
• Monitor and communicate with parents and carers regularly on your child’s progress
• Provide a balanced curriculum of the highest quality that caters for all children
• Offer your child opportunities to develop a sense of responsibility, form healthy social relationships and build their self-esteem
• Set homework that supports the delivery of the curriculum and mark it where appropriate
• Offer opportunities for parents and carers to get involved in school life
• Communicate between home and school through newsletters, letters,texts, emails and the school website
• Respond to communication from parents in a timely manner, following school policies
• Encourage good attendance and address any concerns with parents or carers where necessary.

As a parent / carer, I will do my best to:

• Make sure my child attends school regularly and on time. I will notify the school if my child will be absent
• Make sure my child is dressed in the correct uniform and brings their PE kit to school every week
• Support the school to make sure my child maintains a consistently high standard of behaviour
• Encourage my child to do their best to reach their full potential
• Communicate to the school any concerns that I have about my child that may affect their behaviour or ability to learn
• Make sure communication with the school is respectful, and that I make every reasonable effort to address my communication to the appropriate member of staff during the core school hours
• Make sure my child completes their homework on time and raises and issues that my child has with their teachers
• Read and follow the school policies
• Treat all members of the school community with care and respect
• Engage in parent meetings and work together with the school in order to achieve the best outcomes for my child
• Read all communications sent home by school and respond where necessary

As a pupil, I will do my best to:

• Arrive at school on time and ready to learn
• Always try to do my best and ask for help if I need it
• Behave well and be polite and helpful to others
• Take responsibility for myself and my actions
• Wear the correct school uniform
• Be friendly and caring towards other children and adults
• Listen to instructions from the adults at school and follow the school rules
• Do my homework and bring it back on time
• Look after the school equipment and be respectful of the school environment