Positive Behaviour Policy

Date of issue: September 2024

Date of review: September 2025

Ratified by Academy Governing Council on: Pending

Contents

Policy details        1

1. Policy Statement and Purpose        2

2. Rules and Ways of Being        2

3. Rights and Responsibilities        4

4. Developing Positive Behaviour        5

Embedding the approach        5

Meditation        5

Leadership Opportunities        5

Guidance for restorative conversations        6

Talk Types        6

5. Recognition        7

6. Classroom Expectations        8

7. Expectations Around the Academy        8

8. Expectations outside of School        9

9.  Consequences        9

Early Years        10

Recording        10

Time out        10

10. Further Intervention and Support        11

11. Child on Child Abuse        11

14. Searching, Screening and Confiscation        13

Appendix        15

1. Policy Statement and Purpose

We want our school to be a place where all children and adults feel safe, happy and successful. We know that the consistent application of this policy is key to this. Through this policy, we will set out our high expectations of adults’ and pupils’ behaviour and will define unacceptable behaviours, including bullying. We will clarify the roles and responsibilities of different people within the academy community. We will also outline the rewards and sanctions which are to be used consistently by all staff.  

We want to celebrate the individuality of every child in a positive and caring environment, where everyone takes responsibility for themselves and each other. The positive atmosphere and firm boundaries nurture children’s social, moral and emotional development, rewarding their desire to make good choices, through the Co-op Ways of Being. We aim to support children to understand the positive and negative consequences of their actions and choices beyond the school gates and into adulthood. By working together, child, parent and teacher, every child will achieve their full potential.

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

Our expectations are underpinned by the Co-op’s ‘Ways of Being’.

Being Co-op is about creating an environment that celebrates difference. Somewhere both pupils and colleagues feel responsible, valued, empowered and trusted to do the right thing for each other and our community.

The four Ways of Being Co-op guide our future – no matter what we do, they’re how we do it. They are:

Our Pupil Behaviours help us define and explore each ‘Ways of Being’.

At Co-op Academy Oakwood our rules are based on the six ‘R’s.

We are:

Ready to learn

Respectful to all

Responsible

Resilient

Reflective

We show all these qualities so we can build Relationships.

3. Rights and Responsibilities

The Academy Governing Body:

The academy governing body is responsible for monitoring this behaviour policy’s effectiveness and holding the headteacher to account for its implementation.

The Executive Headteacher and Head of School:

The Executive Headteacher and Head of School  is responsible for reviewing and approving this behaviour policy.

The Executive Headteacher and Head of School 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.

Members of Staff:

Staff are responsible for:

• Implementing the behaviour policy 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.

Families:

Families 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 class teacher promptly

4. Developing Positive Behaviour

To encourage positive behaviour, all members of staff will:

• Build positive relationships with all pupils and parents/carers
• Be positive and notice/recognise good behaviour
• Be an exemplary role model in every aspect of their work and communication
• Always model good manners and insist that pupils show these too
• Remain calm in all situations
• Ensure all rewards and sanctions earned are delivered
• Be early to collect or receive pupils
• Be well prepared for all lessons to reduce transition times
• Ensure that work is matched to pupils’ needs and levels of attainment
• Have clear routines which are adhered to consistently
• Ensure pupils line up smartly and move through the school in a calm and orderly way
• Insist that all pupils demonstrate active listening when adults or peers are speaking
• Investigate reports of misbehaviour fairly and thoroughly

Our staff are provided with training on managing behaviour as part of their induction process. Behaviour management will also form part of continuing professional development at least on a termly basis. For some staff training includes the proper use of restraint.  We recognise that lunchtime staff manage pupils’ behaviour at the least structured point in the day. Therefore, intensive training is provided for this group of staff. An appendix of staff training is shared at the end of the policy.

Embedding the approach

It is vital that all members of the academy community understand and support the implementation of the policy. To this end, we ensure the following strategies are in place:

• the use of a shared language for discussing communication
• the Pupil Code of Conduct shared with pupils, families and staff
• reminders for behaviour including rewards and sanctions are displayed in the academy
• assemblies to celebrate and to reinforce pupils’ knowledge of behaviour and consequences (including through well chosen stories, parables etc)

Leadership Opportunities

Class teachers ensure that ‘leadership’ roles (e.g. classroom monitors) are assigned within the classroom and are on a rota basis so that all pupils have the opportunity at some point during the year. For pupils with SEND who have a specific need, it may be appropriate for them to have a monitor role throughout the year. This will be identified in their pupil support plans.

There are also leadership roles which give pupils the opportunity to make a contribution beyond their classroom:

Play leaders - pupils in KS2 are trained to lead games and activities at break and lunch times.

Eco-committee members

House captains - lead the school houses and represent them during Sports Day.

Prefects including head and deputy prefects - assist the leadership team with activities including showing guests around the academy and presenting certificates in assembly

Co-op Coins will be awarded for pupils taking on leadership roles and fulfilling their responsibilities.

Guidance for restorative conversations

If possible, talk to pupils involved separately initially.

This conversation should take place with the adult who witnessed or received the information about misbehaviour.

At all stages of this, children will be supported and their improvements will be recognised to give children the best possible chance of again meeting Co-op Academy Oakwood’s whole school expectations.

Positive consistent language

So pupils have a clear message about their behaviour, actions and choices, consistent language is used by staff. This will also be used to encourage pupils to make positive behaviour choices.

5. Recognition

All rewards are recorded on Arbor, which communicates to families. All rewards are equivalent to 1 point Points are given for:

• fulfilling the Six Rs
• showing the four ‘Ways of Being’
• being a ‘ready to learn’ learner.  These are awarded to pupils showing the attributes of a skilled learner (not simply those who attain highly), such as perseverance, team work, problem solving, showing initiative, communication skills, practice, independence, progress etc.
• showing ‘Skills Builder’ skills
• pupils fulfilling their leadership responsibilities (see section below)
• pupils going above and beyond
• attendance
• homework and home reading

Weekly Rewards

• Pupils who have demonstrated one of the ‘Six Rs’ are celebrated through a certificate in a whole Key Stage Assembly
• Pupils who have demonstrated one of the four ‘Ways of Being’ are celebrated through a certificate in a whole Key Stage Assembly
• Pupils who have demonstrated one of the ‘Skills Builder’ skills are celebrated through a certificate in a whole Key Stage Assembly
• Pupils who are chosen as ‘Star of the Week’ are celebrated through a certificate in a whole Key Stage Assembly
• Other certificates are shared in assemblies which celebrate pupils who have achieved in subjects, sporting events and other areas of our school community

Termly Rewards

• Pupils who have an attendance of 98%+ receive attendance awards

Accumulation of rewards:

Pupils accumulate points which they can use to ‘purchase’ items from the point shop.

6. Classroom Expectations

All pupils within the academy will demonstrate the ‘Six Rs’ which are in the pupil code of conduct:

We are:

Ready to learn

Respectful to all

Responsible

Resilient

Reflective

We show all these qualities so we can build Relationships.

The ‘Six Rs’ underpin expectations which are demonstrated in class.

At Co-op Academy Oakwood, we will ensure that pupils can demonstrate positive behaviour through:

• Establishing rules and routines.
• Creating a positive learning environment.
• Consistent adults.
• Working with families.
• Sharing high expectations with pupils, staff and families.

Establishing a routine where:

• Pupils will be greeted by the adults in their class at the beginning of the day.
• At the start of each session clear expectations are established for learning and behaviour. 
• Consistency in people and routine allow pupils to feel safe and secure.
• Pupils walk quietly and in single file in school. 
• Use quiet voices inside the building.
• Pupils and staff refer to each other in a friendly and polite manner.
• Pupils are taught common courtesies by example – e.g. smiling at each other, greeting each other.
• Class communicators are in place to extend greetings and common courtesies to other members of the academy community and visitors.

Creating a positive learning environment which has:

• A welcoming atmosphere. 
• Evidence of the Red, Amber, Green system. This will be displayed at an age appropriate level.
• The six Rs displayed and part of the classroom ethos:

Ready, Respectful, Responsible, Resilient, Reflective and Relationships.

• ‘The Ways of Being Co-op’ displayed.
• Consistent daily routines. 
• Support and challenge for both learning behaviours and learning.
• An atmosphere of collective responsibility for each other and their environment. 
• Evidence that all pupils’ contributions are valued. 
• Learning displayed which celebrates pupils’ achievements.
• Co-op values displayed.

7. Expectations Around the Academy

The code of conduct explains clearly to pupils how they should behave both in the classroom and around school. In addition, at Co-op Academy Oakwood we expect pupils to:

• Line up quietly and walk sensibly when transitioning from one room to another.
• Respect that there is always learning happening and therefore use quiet voices inside the building.
• Ensure they put all litter in the bin and behave responsibly in all inside and outside spaces
• Queue respectfully for dinner and always tidy away their tray once they have finished their meal
• Speak politely to all adults, including lunchtime supervisors, site staff and any visitors

End of Playtime Routine

• Adults are ready and waiting for their class
• The whistle is blown.
• Children stand still and are silent.
• On the second whistle, children form a line outside their cloakroom.
• Children walk into the classroom with a silent voice.

Assembly

• Adults model the key behaviour.
• Children line up alphabetically (some children may need to be separated due to their needs.)
• Walk silently in the corridor and into the hall.
• Children stand with their hands on their hips to ensure room for sitting.
• The children wait to be told to sit down.
• Pupils sit down and wait in silence.

8. Expectations outside of School

We are proud of our community and want our community to be proud of us. Our pupils are our ambassadors when identifiable and in our uniform and so we expect behaviour walking to and from school, in the community, to reflect the high standards we have for them inside of the building. We ask that families monitor behaviour of children when their child is in their care and whilst walking to and from school to ensure they are safe on the busy roads.

9.  Consequences

Members of staff always try to intervene with low-level misbehaviour at the earliest point in the most subtle way. For example, this could be through making eye contact with the pupil, a gesture, facial expression or standing near to the child. The adult will then notice when the pupil makes good choices. The adult will acknowledge this - through subtle (e.g. smile, nod) or explicit (e.g. verbal praise, points) means. If this approach is not appropriate for the situation, or if such strategies fail, the following approach is followed.

Protocol for dealing with misbehaviour within the classroom

A Pupil is dysregulated / misbehaving.

              ↓

Private verbal warning, visual prompt (‘look’) or proximal praise is given by the LSA or teacher.

‘Name, at Co-op Academy Oakwood we show the 6Rs/Co-op Ways of Being. Please (instruction). Thank you. Or, Name, I can see you are struggling. How can I or X help you?’

The dysregulation / behaviour continues.

              ↓

Whole class reminder of expected behaviour to be given. This must refer to either the 6Rs or the Co-op Ways of Being.

The dysregulation/behaviour continues.

              ↓

Pupil’s name is moved onto the yellow section of the behaviour chart. This needs explaining to the child privately. This can be by the LSA or teacher.

‘Name, you have been moved to yellow as you are not following the 6Rs. If you continue to make poor behaviour choices, you will be moved onto amber.’

The dysregulation/behaviour continues.

              ↓

The pupil is given a ‘time out’ in either the corridor or the classroom for five minutes. They must be accompanied by an adult. If there isn’t the capacity to do this, then the pupil can be moved to another seat within the classroom.

‘Name, you have been given an amber as you are not following the 6Rs. If you continue to make poor behaviour choices, you will be moved onto red.’

When the child returns to the room, they can either go back to their seat or can be moved within the classroom. If the child is to sit elsewhere, they must be informed of this before coming back into the classroom. Do not return the child to the class if they are still dysregulated.

The dysregulation/behaviour continues.

              ↓

The pupil is put onto red and is moved to the classroom opposite.

‘Name, you have been put onto red and are moving into another classroom to complete your work. This is due to you continuing to make poor behaviour choices and not following the 6Rs and the Co-op Ways of Being.’

The RED AMBER GREEN system

Every classroom has a board with name cards for all the pupils on it. Throughout the day these name cards can be moved between colours depending on the pupils’ behaviour. 

Protocols for incidents that have occurred on the playground

Verbal incident

A pupil has verbally upset another child.

                ↓

Listen and establish the facts.

                ↓

Speak with both children and come to a resolution.

                ↓

Raise with the class teacher and recorded onto Arbor.

It must be recorded on CPOMS if it is racist, homophobic, regarding sexual violence or harrassment (SVSH) or hate related.

Physical altercation

A pupil has physically hurt another.

                ↓

Listen and establish the facts. This is to be done at the side of the playground - discreetly. Take the time to ascertain if it was accidental, sport related or intentional.

                ↓

Speak with both children and come to a resolution.

                ↓

If it was intentional, bring the child to or call for a member of the Behaviour Team.

                ↓

If it was intentional, record the incident on Arbor.

Fighting

Split the pupils.

              ↓

Move them away from one another. Alert the Behaviour Team to assist. The children may need to be taken inside. If this is required, check the ratios are correct on the playground.

              ↓

Regulate the children. Do not try to talk to them because they cannot respond to logic or reason. Instead, stay calm, show empathy, help them become self-aware, and guide them through sensory experiences and calming strategies.

‘Name, I can see that you are upset right now and that is okay. I am here to listen when you are ready to talk.’

              ↓

Listen and establish what happened. Sanctions will be imposed based upon the severity of the incident.

              ↓

Record incident onto Arbor.

When poor behaviour choices have been identified, sanctions are implemented consistently and fairly. Our sanctions can include:

• A verbal reprimand.
• Repeat unsatisfactory work until it meets the required standard.
• Missing playtime.
• Loss of privileges - for instance a reduction in time for watching a pantomime.
• Behaviour Chart.
• Detention including during playtime, lunchtime and after school - these are issued in consultation with the Senior Leadership Team and Behaviour team.
• Seclusion in an isolation room - these are issued in consultation with the Senior Leadership Team and Behaviour team.
• In more extreme cases, we may use temporary or permanent exclusion.

Protocols for other incidents

Early Years

Children in the early years who do not follow the 6Rs will have their time out immediately after an incident within the early years setting. The length of time out will be determined by the teacher and the Early Years Leader.

Recording

The member of staff who investigated or witnessed the incident will record it on Arbor. Communication will be made with families by the class teacher or person who dealt with the incident. The behaviour leader will keep a record to ensure that consequences are fair and proportionate. For serious misbehaviour the SLT or behaviour team will make a telephone call to parents and will record this on Arbor. If sexually harmful behaviour occurs, this is recorded on CPOMs as a safeguarding concern. Appropriate actions will be taken, inline with this policy and the Safeguarding & Child Protection policy.

10. Further Intervention and Support

Coop Academy Oakwood is aware of the links between the SEND Code of Practice, our SEND processes and the whole school behaviour system outlined in this policy. Some special educational needs may pose a barrier or difficulty when applying the requirements of this policy, and require suitable adaptations, for example pupils with social, emotional, mental health difficulties and diagnosis such as Autism. We recognise our legal duty under the Equality Act (2010) to ensure reasonable adjustments are made that are personalised to the pupil’s strengths and needs, and regularly reviewed.

Reasonable adjustments can take the form of how the behaviour policy expectations are explained to children with SEND, so that they understand what they should and should not do.

In conjunction with the class teacher, the SENDCo will evaluate a pupil who exhibits challenging behaviour to determine whether there is a possibility of the pupil having underlying needs that are not currently being met.

Where required, strategies will be put into place to address and support, and reviewed using the graduated approach of assess, plan, do, review cycle. Liaison with external agencies will take place where necessary. Where appropriate, pupils who struggle to manage their own behaviour will be given specific, measurable targets (e.g. I will remain in my seat during lessons; I will put my hand up to speak; I will use only kind words). Some pupils will have an individual reward chart which acknowledges positive behaviour over short periods of time (e.g. 5 or 10 mins). These rewards will then accumulate for pupils to earn points in line with their peers.

Where pupils display behaviours which could put themselves, others or the order of the academy at risk, positive handling plans and individual risk assessments will be put in place. Any restrictive physical intervention will be recorded and communicated to families.

Mental health and wellbeing

Staff at the academy will take into account any contributing factors that are identified which may impact on a pupil’s behaviour for example, if the pupil has suffered bereavement, experienced abuse or neglect, has mental health needs, has been subject to bullying, has needs including SEND (including any not previously identified), has been subject to criminal exploitation, or is experiencing significant challenges at home.

The academy works with experts, such as Educational Psychologists, therapists from the Co-op Collaborative, counsellors and Mental Health Support Teams.

11. Child on Child Abuse

Co-op Academy Oakwood is committed to ensuring a climate of safety for all students by challenging inappropriate behaviour between pupils. 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 Oakwood Anti Bullying Policy.

Co-op Academy Oakwood Child Protection Policy.

Keeping Children Safe in Education 2022

Prevention of bullying, including cyberbullying, prejudice-based and discriminatory bullying

Co-op Academy Oakwood has a separate anti-bullying policy which runs in conjunction with other policies including the safeguarding policy and the behaviour policy. At Co-op Academy Oakwood pupils follow the Co-op Ways of being, our six Rs (Ready, Respectful, Responsible, Resilient, Reflective and Relationships) and the Peace Mala Promise (Treat others as you would wish them to treat you). These emphasise respect for all and the importance of relationships. Any bullying incidents will be recorded both on Class Charts and CPOMS.

There is no legal definition of bullying. However, it is usually defined as behaviour that is:

• Repeated
• Intended to hurt someone either physically or emotionally
• Often aimed at certain groups, for example because of race, religion, gender or sexual orientation.

This is the definition that will be used at Co-op Academy Oakwood.

Pupils will be taught about the different types of bullying including cyberbullying, prejudice-based and discriminatory bullying through the PSHE curriculum, computing curriculum, assemblies and through class discussion. They will also be taught about how to be a responsible, respectful member of our academy where relationships matter. Pupils will be taught how and who to report bullying to.

Bullying will not be tolerated at Co-op Academy Oakwood and will be dealt with by all members of the academy staff. Support for the victim(s) of bullying will be provided by the class and pastoral teams. Education and support will also be given to the perpetrators of bullying to ensure that they make positive behaviour choices.

12. Suspensions

This policy links with our exclusions policy. Internal exclusions, fixed term exclusions and permanent exclusions are only used as a last resort to address serious misbehaviour and/or when the sanctions in this policy have not been effective.

Seclusion/Isolation Rooms

Seclusion may be used for some pupils as part of the behaviour policy and sanctions in school. This should be only considered in exceptional circumstances. Doors may be locked to ensure the safety of the pupil and staff. A child cannot be locked in a room by themselves. The decision to use seclusion will only be made by the headteacher, deputy headteacher or the behaviour leader.

If a pupil has been removed from their class, careful consideration will be given to the reintegration of the pupil back into class to ensure that it is both restorative and a positive experience.

Fixed Term Suspension

Following the most serious incidents the school may consider the use of a FTE. These measures are only taken as a last resort when a serious breach of the Behaviour for Learning policy has taken place. Work will always be provided and a restorative meeting will follow upon their return.

13. Permanent Exclusion

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

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

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

14. Searching, Screening and Confiscation

The Headteacher has statutory power to search 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
• anything that has been or is likely to be used to commit an offence, cause injury,damage 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

Pupils are not allowed to use their mobile phones in school. Year 5 and Year 6 pupils who walk to and from school alone may hand them in for safe keeping throughout the day and then collect them for when they walk home.

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).