Positive Behaviour Policy

Policy details

• Date approved by Trust Board - 10/07/2025
• Next review date - 10/07/2027
• Policy owner - Co-op Academy Rathbone

Co-op Academy Rathbone

Bankfield Road, L13 0BQ

0151 330 5121

http://rathbone.coopacademies.co.uk/

Contents

Policy details        1

1. Policy Statement and Purpose        2

2. Rules and Ways of Being        2

3. Rights and Responsibilities        3

4. Developing Positive Behaviour        3

5. Recognition        3

6. Classroom Strategies and Expectations        3

7. Expectations Around the Academy        3

8. Expectations outside of School        4

9.  Consequences        4

10. Further Intervention and Support        4

11. Child on Child Abuse        4

14. Searching, Screening and Confiscation        6

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 Rathbone website):

Anti Bullying

Equality Statement and Objectives

Health and Safety

Positive Handling

Safeguarding and Child Protection

Special Educational Needs

Mental Health and Well-Being

Exclusions

This policy is underpinned by the following legislation and guidance:

Behaviour in Schools - Advice for Headteachers and School Staff

School suspensions and Permanent Exclusions

Searching, Screening and Confiscation - Advice for Schools

Keeping Children Safe in Education

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

Education and Inspections Act (2006)

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

Equality Act (2010, revised 2018)

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

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’.

3. Rights and Responsibilities

Academy Community Council (ACC)

The ACC has a delegated responsibility around the monitoring and promotion of positive pupil behaviour and attendance. Within its routine activity, the ACC will develop a strong understanding of these areas via its interaction with the Headteacher and their leadership team, and engagement with parent/carer, pupil and staff voice.

The Headteacher:

The headteacher 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.

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.

Parents/carers:

Parents are expected to:

4. Support their child in adhering to the pupil code of conduct
5. Inform the school of any changes in circumstances that may affect their child’s behaviour
6. Discuss any behavioural concerns with the class teacher promptly

7. 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, including proper use of restraint, as part of their induction process. Behaviour management will also form part of continuing professional development at least on a termly basis. 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.

A staff training log can be found in the appendix.

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 expected behaviour to give pupils and staff a shared language for discussing communication (e.g. Safe, Helpful, Thriving)
• the Pupil Code of Conduct is displayed in all rooms of the academy, and adults will reference the code of conduct regularly in their interactions.
• assemblies to celebrate and to reinforce pupils’ knowledge of behaviour and consequences (including through well chosen stories, parables etc)

Meditation and Self Regulation

Pupils have opportunities to practise meditation. The purpose of this practice is to teach children self-regulation and self-mastery. This is a time of stillness and silence so it is vital that all those in the classroom give the meditation session their full attention. Recorded, guided meditation sessions are used in all classes. Where reasonable adjustments need to be made, a pupil’s individual regulation strategies will be outlined in their pupil passport.

Leadership Opportunities

Class teachers ensure that ‘monitor’ roles (classroom leaders) are assigned within the classroom and are on a rota basis so that all pupils are a monitor (classroom leader) 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 passports.

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

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

Reading leaders - pupils trained to read with younger pupils at break and lunch times.

Assembly leaders - pupils ensure the hall is set up for assembly and the certificates/prizes are ready to be distributed.

Behaviour champions - pupils from Y6 are selected as role models. They are trained to intervene in lower level play time disagreements. They mentor individual younger pupils who are struggling to manage their own behaviour. They monitor lining up and movement around school, supporting this and providing feedback to class teachers.

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.

8. Recognition

Positive Reinforcement

Positive reinforcement will be used to reward positive behaviour and encourage good choices.

We recognise the power of positive attention and that the biggest reward is to be noticed and valued by an adult, especially those with whom you have a relationship.

We notice what we want more of, ensuring we communicate logical consequences of positive behaviour. We recognise when: children are being helpful to their peers; children are being helpful to adults, when children are being helpful to themselves and their own learning and development.

We celebrate small achievements by informing parents, giving recognition in front of others, giving out DOJOS, small stickers and certificates, regular assemblies and celebratory events.

We want children to recognise that there are natural consequences to their positive behaviour, such as academic success, strengthening of relationships, feeling a sense of accomplishment, increased energy and better overall health, the ability to avoid conflict, increased inclusion in activities, and a sense of responsibility.

We set targets for children regularly. Targets are aspirational and linked to the positive behaviour we expect to see around school. Teachers will provide small rewards when pupils meet targets and celebrate when children are showing positive behaviours using DOJOs and weekly prizes. We encourage children to have a positive view of themselves and their futures, so that they focus on goals rather than rewards.

Weekly Rewards

• Pupils who have demonstrated consistently safe behaviour will be awarded with the ‘Safe’ certificate at the weekly celebration assembly.  
• Pupils who have demonstrated consistently helpful behaviour and effort in lessons will be awarded with the ‘Helpful’ certificate at the weekly celebration assembly.  
• Pupils who have demonstrated exemplary behaviour and effort will be awarded with the ‘Thriving’ certificate at the weekly celebration assembly.  
• Awards linked to the Co-op Ways of being will also be awarded for pupils who are consistently demonstrating the ways of being in their everyday learning.

These awards will be responsive to individual targets and starting points. Teachers may utilise DOJO points to help pupils have a numerical target to work towards. The awarding of the Safe, Helpful and Thriving awards will be a part of whole school dialogue and responsive to individual and group needs.

Termly Rewards

• Outstanding achievement in individual subjects or enrichment activities.
• Ways of Being Awards

Annual Rewards

• Attendance and punctuality 98%+
• Super Learning of the Year
• Ways of Being Advocate

6. Classroom Strategies and Expectations

Clear Expectations

Clear expectations will be established and communicated to pupils and staff. Our school has high expectations of its pupils: to respect everyone, respect property, be ready to learn and to work hard. This is exemplified in our school values: safe, helpful, thriving. If pupils are in a safe environment, are contributing to and being supported to understand what is expected of them, then they can thrive both educationally and socially.

Consistent Routines

Consistent routines will be implemented to minimise disruption and promote a sense of security. We will be relentless in our routines, so that we can develop a sense of security and belonging.

All pupils within the academy will demonstrate the pupil code of conduct, which may be adapted according to agreed class expectations and include (but are not limited to):

1. We are sensible around school.

2. We come into school with a positive approach during playtimes and lunchtimes.

3. We always do as an adult asks straight away.

4. We respect people’s property and school property.

5. We respect other people’s games.

6. We always communicate and act respectfully.

7. We keep our hands and feet to ourselves.

8. We work hard and allow others to learn.

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 Rathbone we expect pupils to:

• Line up quietly and walk in line when transitioning from one room or activity to another
• Follow the ‘team stop’ signal whenever an adult raises the palm of their hand high.
• 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 plates once they have finished their meal
• Speak politely to all adults, including lunchtime supervisors, site staff and any visitors
• Any electronic devices/ tablets or personal property not appropriate for the school day to be handed into reception and stored until the end of the day.
• Uniform expectations can be found here.

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 whilst in transport to and from school, in the community, to reflect the high standards we have for them inside of the building.

We ask that parents and carers promote positive behaviour of children immediately outside the school gates and whilst in taxis to and from school to ensure they are contributing to a positive journey to school.

9.  Consequences

Positive Reinforcement

Positive reinforcement will be used to reward positive behaviour and encourage good choices. We recognise the power of positive attention and that the biggest reward is to be noticed and valued by an adult, especially those with whom you have a relationship. We notice what we want more of, ensuring we communicate logical consequences of positive behaviour. We recognise when: children are being helpful to their peers; children are being helpful to adults, when children are being helpful to themselves and their own learning and development.  We celebrate small achievements by informing parents, giving recognition in front of others, giving out DOJOS, small stickers and certificates, regular assemblies and celebratory events.

We want children to recognise that there are natural consequences to their positive behaviour, such as academic success, strengthening of relationships, feeling a sense of accomplishment, increased energy and better overall health, the ability to avoid conflict, increased inclusion in activities, a sense of responsibility.

We set targets for children regularly. Targets are aspirational and linked to the positive behaviour we expect to see around school. Teachers will provide small rewards when pupils meet targets and celebrate when children are showing positive behaviours using DOJOs and weekly prizes.

We encourage children to have a positive view of themselves and their futures, so that they focus on goals (positive natural consequences) rather than rewards (positive logical consequences).

Clear Expectations

Clear expectations will be established and communicated to pupils and staff. Our school has high expectations of its pupils: to respect everyone, respect property, be ready to learn and to work hard. This is exemplified in our school values: safe, helpful, thriving. If pupils are in a safe environment, are contributing to and being supported to understand what is expected of them, then they can thrive both educationally and socially.

Consistent Routines

Consistent routines will be implemented to minimise disruption and promote a sense of security. We will be relentless in our routines, so that we can develop a sense of security and belonging.

Logical Consequences:

Logical consequences will be used to address inappropriate behaviour, focusing on teaching and redirecting rather than punishment.

Logical consequences in a primary school setting are discipline strategies that are directly related to the misbehaviour and aim to teach children responsibility and help them learn from their mistakes. They are designed to be fair, respectful, and effective in guiding positive behaviour change. Here are some examples of Logical Consequences:

• If a child doesn't complete their work: they may miss out on a fun activity or lose playtime.
• If a child disrupts the class: they may be moved to a quieter area to work independently.
• If a child damages school property: they may help repair the damage or lose privileges.
• If a child is unkind to a classmate: they must apologise to the classmate and spend time with them to rebuild to a place of mutual respect and safety.

Natural Consequences: Where appropriate, natural consequences will be allowed to take their course, such as missing out on a reward or activity.

Natural consequences are the results that naturally flow from a child's actions, without any adult intervention. They are a powerful tool for teaching children about cause and effect, helping them learn from their mistakes, and develop a sense of responsibility.   Here are some examples of natural consequences:

• If a child refuses to wear a coat on a cold day, they may feel cold.  
• If a child forgets to read their reading book, they may take longer to develop reading fluency and comprehension.
• If a child is unkind to a friend, the friend may not want to play with them.
• If a child doesn't eat their dinner, they may feel hungry.  
• If a child doesn't clean up their toys, they may trip over them and get hurt.

Natural Safe Spaces

In some cases, time-out may be chosen by the child as a self-regulation strategy to allow a pupil to calm down. We ask pupils to identify three safe spaces within the school, which they can request to go to if they feel they may become dysregulated or are struggling to be helpful to the learning environment. This forms part of the Pupil Support Plan. This may include a soft, safe space within the classroom, an intervention room, a nurture room or a safe outside area. We ask pupils to identify three spaces, as it is not always safe, possible or logical for a pupil to be in an identified area.

Natural Safe People

As part of the consultation process in developing Pupil Support Plans, we ask pupils to identify three safe people to help them with their self-regulation strategies. These may be members of staff within their classroom or wider staff. We ask pupils to identify three people, as it is not always safe, possible or logical for a staff member to be available for that pupil.

Logical Safe Spaces

In some cases, time out may be necessary if a pupil is displaying behaviours that are unsafe (a risk to property or a risk to others), then staff may choose to suggest that pupils move to a place that staff have deemed to be safe. This is to ensure the safety of staff and pupils in the school. Logical safe places will be identified in consultation with staff to always ensure pupil’s safety and wellbeing. In some cases, this may be alongside the use of reasonable force. All use of restraint or reasonable force will be in line with DFE’s ‘The Use of Reasonable Force 2013’. All pupils who have been identified as a potential risk to others will have a Personal Handling Plan developed, which is to be agreed by parents and pupils.

Logical Safe People:

In some cases, the ‘safe people’ identified by pupils may not be available. Staff will then use their professional judgement to suggest an adult to support that pupil with regulating their behaviour. This will always be reviewed by class teams, alongside the leadership team to ensure that the most appropriate adults are used to support pupil needs.

Responding to behaviour: Staff are trained and supported to calmly and assertively challenge any behaviour they find that is not helpful, safe or is anti-social. This is carefully monitored by staff and the leadership team.

Consequences will be appropriate to each situation and will be designed to help children learn from their mistakes

We expect children to listen carefully to instructions in lessons. If they do not do so, we may ask them to move to a logical safe space or another area of the classroom to help support them to focus on the task in hand.

We expect children to try their best in all activities. If they do not do so, we may ask them to redo a task.

The safety of the children in our care is paramount in all situations. If a child’s behaviour endangers the safety of others, the class teacher stops the activity and may remove the child from taking part.

If a child threatens, hurts or bullies another child or member of staff, the class teacher records the incident (using CPOMs), deals with it using a restorative conversation and the child receives a consequence.

If a child repeatedly acts in a way that disrupts or upsets other the school contacts the child’s parents and seeks and appointment to discuss the situation, with a view to improving the behaviour of the child. (Parents are often involved before this stage as staff aim to have an open informal communication with parents about any concerns). If this is a repeated behaviour, or the child is vulnerable, there may be need to set up a TAC (Team Around the Child)

We do not tolerate bullying of any kind. If we discover that an act of bullying or intimidation has taken place, we act immediately to prevent further occurrences of such behaviour. While it is very difficult to eradicate bullying, we do everything in our power to ensure that all children attend school free from fear.

Recording

The member of staff who investigated or witnessed the incident will record it on Arbor. Class Teachers will then respond to incidents by explaining to the child the relevant natural or logical consequence of their behaviour (See Appendix 1- Consequences). Repeated low level incidents will trigger an alert for SLT and/or the pastoral team who will consult with the class team to review Pupil Passports and provision for the pupil. For serious incidents SLT will be automatically alerted to incidents. Teachers and class teams will consult with the SLT, and then consult with parents/ carers and any other relevant agencies.

Team Around the Child (TAC) Meetings:

• Serious or persistent incidents or concerns are recorded on Arbor for pupils requiring additional support. Appropriate Restorative Practice or Reflection will be considered and recorded on Arbor as well as how the pupil responded. 
• Staff teams will consider reviewing Pupil Passports, incidents to identify triggers, patterns and antecedents to behaviour. Class teachers will seek support from colleagues e.g. the Safeguarding/ Pastoral Team to identify if there are any external factors to consider or the need for academic intervention from the SEND team. 
• If the pupil is presenting disruptive, harmful, physical behaviour, the team will review their Risk Assessment and Positive Handling Plan to refer to in consultation. They will consult with the Leadership Team, identifying frequency, duration and intensity of behaviour and may be instructed to arrange a TAC.  
• TAC meetings are arranged for pupils’ who require additional social/behaviour support. TAC meetings are made up of teaching, support and pastoral staff. TACs can be used to identify resources, interventions, strategies or approaches to support a specific pupil learning or Mental Health Need.
• School staff may request the involvement of outside agencies, or multi-agency support. This is in accordance with the Graduated response and complies with the Special Needs Code of Practice.

If the incident also poses a safeguarding risk, such as if sexually harmful behaviour occurs, this is recorded on CPOMs as a safeguarding concern. Appropriate actions will be taken, in line with this policy and the Safeguarding & Child Protection policy.

10. Further Intervention and Support

Coop Academy Rathbone 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 the Co-op Coins in line with their peers.

As a SEMH provision, on occasions when a child’s inappropriate behaviour may fail to respond to quality first teaching and is not managed by the strategies outlined in this document, it is the responsibility of the class teacher, in consultation with the SENDCo and Leadership Team to draw up a Pupil Passport and (if appropriate) a Positive Behaviour Support Plan and Risk Assessment. Where targets are not met, and the child constantly fails to reach the standards of behaviour expected, there may be a need for a Team Around the Child (TAC) meeting.

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 in using the school’s recording systems and communicated to parents/carers.

11. Child on Child Abuse

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

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

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

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

Co-op Academy Rathbone Anti Bullying Policy.

Co-op Academy Rathbone Child Protection Policy.

Keeping Children Safe in Education

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.

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

13. Permanent Exclusion

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

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

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

14. Searching, Screening and Confiscation

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

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

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

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

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

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

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

Mobile Phones / Devices

Pupils are not allowed to bring their mobile phones to school - for their own safety and security and for the comfort and peace of mind of others. If a pupil brings a mobile phone onto the school site, it must be handed to the school office and locked away until 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

(i) Co-op Academy Rathbone Consequences for behaviour

Logical Consequences: Logical consequences will be used to address inappropriate behaviour, focusing on teaching and redirecting rather than punishment.

Logical consequences in a primary school setting are discipline strategies that are directly related to the misbehaviour and aim to teach children responsibility and help them learn from their mistakes. They are designed to be fair, respectful, and effective in guiding positive behaviour change. Here are some examples of Logical Consequences:

• If a child doesn't complete their work: they may miss out on a fun activity or lose playtime.
• If a child disrupts the class: they are moved to a quieter area to work independently or with another group.
• If a child damages school property: they may help repair the damage or lose privileges.
• If a child is unkind to a classmate: they may apologise to the classmate and spend time with them to rebuild to a place of mutual respect and safety.

Natural Consequences: Where appropriate, natural consequences will be allowed to take their course, such as missing out on a reward or activity.

Natural consequences are the results that naturally flow from a child's actions, without any adult intervention. They are a powerful tool for teaching children about cause and effect, helping them learn from their mistakes, and develop a sense of responsibility.   Here are some examples of natural consequences:

• If a child refuses to wear a coat on a cold day, they will feel cold.  
• If a child forgets to read their reading book, they take longer to develop reading fluency and comprehension.
• If a child is unkind to a friend, the friend may not want to play with them.
• If a child doesn't eat their dinner, they will be hungry.  
• If a child doesn't clean up their toys, they may trip over them and get hurt.

Natural Safe Spaces: In some cases, time-out may be chosen by the child as a self-regulation strategy to allow a pupil to calm down. We ask pupils to identify three safe spaces within the school, which they can request to go to if they feel they may become dysregulated or are struggling to be helpful to the learning environment. This forms part of the Pupil Passport. This may include a soft, safe space within the classroom, an intervention room, a nurturing room or a safe outside area. We ask pupils to identify three spaces, as it is not always safe, possible or logical for a pupil to be in an identified area.

Natural Safe People: As part of the consultation process in developing Pupil Passports, we ask pupils to identify three safe people to help them with their self-regulation strategies. These may be members of staff within their classroom or wider staff. We ask pupils to identify three people, as it is not always safe, possible or logical for a staff member to be available for that pupil.

Logical Safe Spaces: In some cases, time out may be necessary if a pupil is displaying behaviours that are unsafe (a risk to property or a risk to others), then staff may choose to suggest that pupils move to a place that staff have deemed to be safe. This is to ensure the safety of staff and pupils in the school. Logical safe places will be identified in consultation with staff to always ensure pupil’s safety and wellbeing. In some cases, this may be alongside the use of reasonable force. All use of restraint or reasonable force will be in line with DFE’s ‘The Use of Reasonable Force 2013’. All pupils who have been identified as a potential risk to others will have a Personal Handling Plan developed, which is to be agreed by parents and pupils. 

Logical Safe People: In some cases, the ‘safe people’ identified by pupils may not be available. Staff will then use their professional judgement to suggest an adult to support that pupil with regulating their behaviour. This will always be reviewed by class teams, alongside the leadership team to ensure that the most appropriate adults are used to support pupil needs.

Responding to behaviour

Staff are trained and supported to calmly and assertively challenge any behaviour they find that is not helpful, safe or is anti-social. This is carefully monitored by staff and the leadership team.

Consequences will be appropriate to each situation and will be designed to help children learn from their mistakes. Consequences may be tied to the need profile and starting point of the pupil’s regulation journey and this may be referenced in handling plans.

We expect children to listen carefully to instructions in lessons. If they do not do so, we may ask them to move to a logical safe space or another area of the classroom to help support them to focus on the task in hand.

We expect children to try their best in all activities. If they do not do so, we may ask them to redo a task.

The safety of the children in our care is paramount in all situations. If a child’s behaviour endangers the safety of others, the class teacher stops the activity and may remove the child from taking part.

If a child threatens, hurts or bullies another child or member of staff, the class teacher records the incident (using arbor and potentially CPOMs), deals with it using a restorative conversation and the child receives a logical consequence that is proportionate to the incident and takes into consideration their special educational need.

If a child repeatedly acts in a way that disrupts or upsets others, the school contacts the child’s parents and seeks an appointment to discuss the situation, with a view to improving the behaviour of the child. (Parents are often involved before this stage as staff aim to have an open informal communication with parents about any concerns). If this is a repeated behaviour, or the child is vulnerable, there may be a need to set up a TAC (Team Around the Child) meeting. During this, a phase two support plan may be developed to support the child in the short-medium term.

We do not tolerate bullying of any kind. If we discover that an act of bullying or intimidation has taken place, we act immediately to prevent further occurrences of such behaviour. While it is very difficult to eradicate bullying, we do everything in our power to ensure that all children attend school free from fear.

Pupil Code of Conduct:

Suspension processes / reintegration processes

Suspensions

If a student is involved in extreme poor behaviour, the student will be excluded from lessons / school. Each suspension must be judged on the specific context of the particular event - thus the length of the suspension will reflect this. Suspension can be considered for behaviour outside of school. The decision to suspend a student is taken by the Headteacher and is always carefully considered. Where there is not definitive evidence, the Headteacher may consider ‘the balance of probability’.

The following list includes some examples, although not exhaustive, of unacceptable behaviour warranting suspension from the Academy:

• Carrying or using an offensive weapon
• Any assault against a member of staff or student
• A deliberate assault on another student
• Fighting
• Damage to property
• Sexual assault
• Racial, transphobic or homophobic abuse
• Verbal or physical abuse / bullying
• Verbal threatening and intimidation of staff or student
• Bullying committed via social networking media / electronic means
• Deliberately setting off the fire alarm
• Filming a fight or incident and posting on social media
• Fabricating stories about members of staff including on social media
• A student who is suspected of being under the influence of an illegal substance / drugs
• Possession of illegal drugs or related paraphernalia by an individual
• Smoking or vaping on the school site
• Persistent and entrenched refusal to comply with expectations

Every student who returns from suspension will need to be reintegrated back into the Academy very carefully. A meeting with parents / carers will always take place to agree the reintegration plan and the level of support that the student will require to avoid further suspension. If appropriate, the pastoral team will also discuss and support the family with wider issues and circumstances that may be affecting the child’s behaviour and include it in the integration plan.

After each suspension, there is a menu of support that each student could receive:

• Time completing reflection and getting ready to return to school
• Parent/ carer meeting with student voice, parent voice and agreed targets recorded
• Review of group / class group or seating plan
• Review of break / lunch provision and possible structuring (e.g. lunch clubs; sports)
• Long term mentoring / counselling or support agreed (if necessary)

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

Uniform expectation pics / images etc.

Scripts / scaffolds used

Home–Academy Agreement

Co-op Academy Rathbone

At Co-op Academy Rathbone, we are committed to helping every child thrive in a safe, nurturing and inclusive environment. Our aim is to support the academic, social and emotional development of all our pupils through strong, respectful partnerships with families.

Purpose of the Home–Academy Agreement

This agreement represents the partnership between home and academy, and our shared commitment to helping pupils achieve their full potential. It outlines what the academy, parents/carers and pupils will each do to contribute to a positive learning journey.

As a School, we will do our best to:

• Provide a safe, well-ordered and caring environment where all children feel secure and supported.
  
• Treat your child as a valued member of our community, regardless of race, gender, religion, or background.
  
• Promote our academy expectations: Safe, Helpful, Thriving – encouraging respect for others, readiness to learn and positive behaviour.
  
• Provide a consistent, nurturing approach with clear expectations and routines.
  
• Set aspirational and realistic behaviour and learning targets for every child.
  
• Offer a broad and balanced curriculum tailored to individual needs.
  
• Celebrate all successes – academic, social and emotional – through positive reinforcement, including recognition, rewards, Dojo points, and celebration assemblies.
  
• Communicate regularly about your child’s progress, attendance and well-being.
  
• Respond promptly and appropriately to any concerns raised by pupils or parents.
  
• Make reasonable adjustments for pupils with SEND and ensure their needs are met through personalised support plans.
  
• Work in partnership with families and, where appropriate, external professionals to support children’s development.
  
• Ensure all safeguarding, behaviour and inclusion policies are understood and implemented consistently.
  

Signed on behalf of the Academy: ____________________________

As Parents/Carers, we will do our best to:

• Ensure my child attends school regularly, arrives on time and is ready to learn.
  
• Support the academy’s behaviour expectations, values and code of conduct.
  
• Inform the academy on the first day of any absence, and keep emergency contact information up to date.
  
• Support my child’s home learning and encourage high standards in their work and behaviour.
  
• Attend parents’ evenings, reviews and other meetings to support my child’s progress.
  
• Communicate any concerns or issues that may affect my child’s learning, behaviour or wellbeing.
  
• Encourage a positive attitude to school life and learning.
  
• Respect and uphold the academy’s commitment to safeguarding and inclusion.
  
• Use school-managed or related social media platforms responsibly and never post content that is derogatory, inflammatory or abusive.
  
• Support the school’s commitment to restorative practice, working together when challenges arise.
  

Signed Parent/Carer: ____________________________

As a Pupil, I will do my best to:

• Come to school every day and arrive on time, ready to learn.
  
• Follow the school expectations: Be Safe, Be Helpful, Be Thriving.
  
• Try my best in all lessons and take pride in my work and progress.
  
• Respect all adults and pupils in the school and be kind and helpful to others.
  
• Take responsibility for my own behaviour and try to make good choices.
  
• Use my identified Safe Spaces and Safe People when I need help to self-regulate.
  
• Help keep the school tidy and take care of property and equipment.
  
• Accept the natural or logical consequences of my behaviour, and learn from my mistakes.
  
• Speak to a trusted adult if I’m worried, upset or need help.
  
• Take letters and messages home and share them with my family.
  
• Celebrate my successes and keep trying, even when things feel difficult.
  

Signed Pupil (or Parent/Carer on behalf of the child): ____________________________

Approaches to behaviour

Graduated response document

Liverpool SEND Graduated Approach Document

Social, Emotional and Mental Health Difficulties (SEMH)

Children and young people may experience a wide range of social, emotional and mental health difficulties which manifest themselves in many ways often resulting in a change to their usual behaviour. These changes to behaviour may be caused by a variety of factors such as but not exclusive to:

• underlying mental health problems

• anxiety

• sensory overload

• sensory processing needs

• emotional responses such as anger, including responses to pervasive life situations, Adverse Childhood Experiences (ACEs) or undisclosed difficulties

• trauma and/or ACEs

• attachment type difficulties

• frustration due to speech and communication difficulties

• separation anxiety

• grief, loss and/or bereavement

• overwhelm

• physical pain or discomfort, including hunger

• disclosed/undisclosed neglect, physical, mental, emotional or sexual abuse

• environment

• relationships

• Attention Deficit Hyperactivity Disorder (ADHD)

• Attention Deficit Disorder (ADD)

Appendix - Coding on Arbor (MIS)

Arbor-Behaviour Flow

Level 1

• Missing or incorrect uniform
• Answering back
• Calling out
• Disturbing others or being out of seat without permission.
• Lack of effort in lessons.
• Refusal to follow instructions.
• Talking over the teacher

Level 2

• Dangerous or unsafe behaviour
• Swearing or rudeness to peers
• Defiance- refusal of lessons or activities
• Walking off from staff
• Walking out of the classroom without permission
• Failure to engage in restorative process
• Minor damage to equipment/ resources.

Level 3-High level incidents (HLI)

Reset (Once investigated, some of these incidents will result in suspension)

• Abuse relating to disability/homophobic remarks/transphobic remarks/racism/misogynistic language/sexist language
• Bringing the school into disrepute
• Bullying – cyber/physical/verbal
• Damage to property
• Fighting
• Weapon or banned item
• Verbal abuse or threatening behaviour to an adult
• Verbal abuse or threatening behaviour to a students
• Theft/bringing in stolen items
• Swearing at staff
• Physical assault against a student/Physical assault against an adult
• Possessing or using alcohol/vapes cigarettes