Positive Behaviour Policy        

Positive Behaviour Policy

Policy details

Date created - September 2024

Date most recently reviewed by governors  - September 2024

Responsibility for review: Mr. Dawson

Contents

1. Policy Statement and Purpose        2

2. Rules and Ways of Being        3

3. Rights and Responsibilities        4

4. Developing Positive Behaviour        5

5. Recognition        7

6. Classroom Strategies and Expectations        7

7. Expectations Around the Academy        9

8. Expectations outside of School        9

9.  Consequences        10

10. Further Intervention and Support        10

11. Child on Child Abuse        11

14. Searching, Screening and Confiscation        13

Mobile Phones / Devices        15

Screening        15

Power to use reasonable force        15

        28

Policy Statement and Purpose

Co-op Academy Smithies Moor has developed this Behaviour for Learning Policy to ensure that all members of our community understand our high expectations for conduct and safety and to make clear to pupils what acceptable and unacceptable behaviour looks like. We know that excellent behaviour leads to better outcomes and we want our pupils to leave Smithies Moor as well qualified, well rounded citizens. Pupils’ ability to make the right choices, to learn from their mistakes and demonstrate self-responsibility is both rooted in co-operative values and is also an important part of developing into responsible citizens who can go on to make a positive contribution to society. Our behaviour for learning policy allows pupils to clearly see the consequences, both positive and negative, that arise from the choices they make.

The academy, as a learning community, is committed to ensure success for all. This means that in all work with young people we aim to ensure that they: make great progress and enjoy learning; stay mentally and physically healthy; stay safe; make a positive contribution to the community and the world.

Co-op Academy Smithies Moor is committed to the development of pupils’ personal, social and moral development. The purpose of the clear code of conduct set out in this policy is to ensure that everyone at Co-op Academy Smithies Moor will go on to be positive and creative members of society and will fulfil their potential. The policy is based on principles of unconditional positive regard; clear boundaries delivered with warmth; and belief that every pupil, regardless of background, is able to succeed.

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

Rules and Ways of Being

Co-op Academy Smithies Moor 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:

• We follow the academy code of conduct
• We listen to and respect all members of the community
• We come to school each day, ready to work hard and make progress

• Be yourself, always

• We stand up for what we believe in - even if it is not the popular choice
• We know it is cool to be smart and value learning
• We look ahead at the long game to help us make the right choices

• Show you care

• We are kind to each other
• We do not tolerate discrimination, bullying or unkindness to others
• We are polite and courteous

• Succeed together

• We respect our shared learning environment
• We work together as a team - knowing that team always beats individual
• We look for opportunities to become leaders and role models within our community

Our rules for pupil conduct are underpinned by our Ways of Being. Our Ways of Being determine how we behave with each other both in and out of the Academy. Our rules are drawn from our values and add clarity to how we can live out our values on a day to day basis - in the academy:

Always be READY

• Be punctual
• Be prepared with equipment
• Wear uniform correctly
• Be ready to learn

Always be RESPECTFUL

• Have a positive attitude to learning
• Be on task and follow the code of conduct
• Follow instructions first time every time
• Speak politely and with manners

Always be SAFE

• Always be where you are supposed to be
• We are a non-contact school
• Follow entry and exit routines at the beginning and end of lessons
• Move sensibly around the academy

3. Rights and Responsibilities

Rights

All members of Co-op Academy Smithies Moor have:

•  The right to learn
•  The right to teach
•  The right to feel safe and secure
•  The right to respect and dignity

Responsibilities

All members of Co-op Academy Smithies Moor have a responsibility:

• To live by and embody the Co-op Ways of Being
• To be good role models
• To speak politely and calmly to everyone
• To be punctual, prepared and productive in every lesson (to be ready, respectful and safe)
• To treat everyone as we would like to be treated

All members of the school community are expected to display positive behaviour at all times both on the school premises and wherever they are identifiable as being part of the school community.

The Governing Body

Governors are responsible for monitoring this Behaviour for Learning policy’s effectiveness and holding the Headteacher to account for its implementation. Governors should review this policy every year to ensure its effectiveness.

The Headteacher

The Headteacher is responsible for reviewing and approving this Behaviour for Learning policy. The Headteacher will ensure 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.

In addition:

• The Headteacher and staff have the power to use reasonable force and other physical contact in order to maintain and restore order (as stipulated in the Positive Handling Policy), but cannot, under any circumstances, use force as a form of punishment. Corporate punishment of any kind is entirely illegal.
• The Headteacher and delegated staff have the power to search pupils, screen electronic devices, and to confiscate property in circumstances that align with the Positive Handling Policy and section 13 of this policy (see below)
• The Headteacher and delegated staff have the power to discipline pupils outside of school hours if it is a school-related matter, or the pupil’s actions undermine the safety of anyone from our community or the good reputation of the Academy

• The Headteacher and academy staff have the power to impose detentions beyond the hours of the school day

Staff

Staff are responsible for:

● Implementing the Behaviour for Learning policy consistently.

● Modelling positive behaviour.

● Providing a personalised approach to the specific behavioural needs of particular pupils.

● Recording behaviour incidents on Arbor

● Recording any safeguarding related behaviour incidents on CPOMS.

Parents

Parents are expected to:

● Support their child in adhering to our ‘Home - Academy Agreement’ and this policy.

● Inform the school of any changes in circumstances that may affect their child’s behaviour.

● Discuss any behavioural concerns with the school staff promptly

•  Work in partnership with the school to uphold the policy

4. Developing Positive Behaviour

We have high expectations of pupils at Co-op Academy Smithies Moor and believe that clear and consistent boundaries, positive relationships and regular and sustained use of praise and rewards leads to good behaviour and positive attitudes to learning.

To support staff and pupils in upholding the policy, we use many opportunities to induct and re-induct our staff and pupils into the rules and norms of the academy. These include:

Staff

• All staff receive training, including the sharing of a range of strategies, at the start of the academic year and are expected to read the policy
• Staff receive regular training updates and further CPD during designated CPD time
• New staff receive an induction of the school policies and procedures in managing behaviour
• Quality assurance of how staff establish a culture of good behaviour and routines in their classroom take place via regular drop ins, learning walks and feedback from leaders
• Elements of department time are used to ensure systems and routines are embedded and understood
• Staff are expected to reflect on their own practice and help identify what is working well and/or what could be refined in order to further develop strategies and incentives to promote positive behaviour

Pupils

• Key habits and routines for pupils are established via assemblies, lesson times, role modelling, rehearsal and consistent reinforcement of expectations on a daily basis
• Comprehensive behaviour curriculum to teach pupils our high expectations is delivered through PSHE, assemblies, tutor time and other reinduction opportunities throughout the year
• Transparency of processes and routines are shared on a regular basis with pupils and families to allow all to be fully aware of our expectations, along with specific rewards and consequences.

Positive Behaviour Approach:

We must not be surprised when problems occur. We are working with young people who are learning

and testing the boundaries of acceptable behaviour. In dealing with undesirable behaviour we need to

promote good behaviour. This means developing skills and strategies that do not merely rely on sanctions. Sanctions do not, in themselves, change behaviour but simply apply the limits to behaviour

that enables us to reward and reinforce.

Do all you can to:

• remind pupils of which Way of Being or rule they are not demonstrating

• reprimand privately – it encourages cooperation

• keep calm – it shows high status, reduces tension and models desired behaviour

• listen – it earns respect

• use first names

• focus on positive aspects of pupils’ work and behaviour

• praise remorse when pupils take responsibility for poor behaviour

• remain positive and focus on what the pupil SHOULD be doing. Not what is going wrong

• be fair and consistent

• use the minimum sanction necessary to achieve your desired outcome

• use humour appropriately

• re-integrate the pupil into the class

• seek closure after the sanction – it is important to start again and demonstrate a willingness to

re-build relationships (positive regard).

Do all you can to avoid:

• humiliation

• public confrontations – they promote retaliation through peer pressure

• sarcasm

• shouting often – it weakens your status

• over-punishing – it reduces options later

• blanket punishments – the innocent do not deserve them

• jumping to conclusions – avoid punishing what you can’t prove

• overreacting – the problems will grow.

All sanctions quickly lose their effectiveness if frequently used. Avoid constantly punishing

pupils. Only the pupil can change their behaviour and, repeated concerns, will require you to

enlist support from others who might help you to influence the pupil, (e.g. Parents/Carers, Subject

Leaders, Form Tutors, Heads of Year, Pastoral Managers and the Senior Leadership Team etc).

It is crucial to remain calm, assertive and in control. Raising your voice may be necessary but never

lose control and never scream and shout; we do not want pupils to have this behaviour modelled to them.

5. Recognition

All staff are encouraged to plan for positive behaviour and attitudes to learning and apply rewards regularly and consistently. There is a range of ways to do this which include:

Rewards are recorded on Arbor or Class Dojo:

All children will receive positive electronic tokens on class charts.

Daily Awards are given for:

• showing the four ‘Ways of Being’
• being ready, respectful and safe

Weekly Awards :

• Ways of Being certificate
• Curriculum conqueror certificate
• Ready, respectful, Safe certificate
• Positive Phone calls home
• Positive postcards home

Positive behaviour phone calls / texts / postcards home are to be made/sent on a regular basis by all staff working in the academy to let the parents/ carers know the child’s achievements.

6. Classroom Strategies and Expectations

Positive Behaviour Management

At Co-op Academy Smithies Moor, all staff  teach good behaviour rather than criticise poor behaviour.

Ready, Respectful, Safe is our motto around the academy.

All adults model courteous, respectful behaviour, which is expected of pupils at all times.

All adults model the behaviour they expect of pupils, for example not talking in assemblies.

All adults teach about behaviour expectations explicitly e.g. prepare children by making it clear what is expected in different situations; admire examples of thoughtful or caring behaviour; help children to learn from one another.

All adults reinforce systems rigorously so that the children learn to adopt safe practices.

All adults will be prompt when collecting children from different areas within the school and transitions throughout the day.

Adults will build positive, professional relationships with children within the academy.

Adults spend time discussing behaviour when things have gone wrong so that children can learn from mistakes and cope with difficult situations positively.

Adults spend time resolving friendship differences working to develop a restorative approach so that children learn a sense of justice, forgiveness and reconciliation.

Behaviour Strategies and Teaching Good Behaviour

At Co-op Academy Smithies Moor we believe that children need to be taught a wide range of skills in order to feel comfortable in all the situations in which they may find themselves. We understand there are many reasons why children may become dysregulated. We have developed a range of contexts for teaching good behaviour:

• Nurture & wellbeing activities
• Curriculum activities, including through our PSHE curriculum
• Themed assemblies - including celebration assemblies
• Positive text/ phone call/ discussion with parents
• Whole academy incentive systems
• Pastoral check ins
• Ready, Respectful, Safe -  Behaving the Smithies Moor Way

The school maintains professional relationships between children and adults. Adults are positive role models that set high expectations within a caring learning environment, and they expect children to do their very best at all times.

We will always look for children doing the right thing and behaving well. All adults will consistently follow the procedure below when responding to unwanted behaviour:

In challenging misbehaviour, members of staff will follow these steps:

Step 1: Member of staff says to the pupil: “You are choosing not to follow code of conduct number x. This is your warning.”

If the misbehaviour continues:

Step 2: Member of staff says to the pupil: “You are choosing not to follow code of conduct number x and have … minutes reflection time.”

• Every day should be a ‘fresh start’.
• If the child gets more than 30 minutes ‘reflection time’ then a negative phone call home will be made by the learning mentors.
• If a tracker card is issued, the class teachers will set up two behaviour targets with support from the SENDco for the child for the week. This tracker card must be visible for the child to see their own progress and signed by a member of SLT at the end of each day.

Classroom Expectations

Should a pupil fail to meet the expectations of the classroom, the teacher will implement the three-point plan.

The expectations in the classroom are:

To be READY

• Enter the classroom in a calm manner on time
• Remove any coats or jumpers
• No eating, chewing or drinking (except water)
• Complete starter task

To be RESPECTFUL

• Follow instructions first time every time
• Be on task at all times
• Silent when asked and quiet discussion when asked
• Present your work with care

To be SAFE

• Remain seated unless instructed to leave your seat
• Be kind and thoughtful of others
• Follow all instructions first time every time
• Positive body language
• Only bring in items you are allowed
• Polite calm voice
• Respect others personal space
• At the end of the lesson tidy away, place the chair under the desk, stand behind it and leave the classroom calmly as instructed by the teacher

7. Expectations Around the Academy

We expect all members of our community to demonstrate our rules and ways of being in the corridors and space around school, as well as in the classroom

A consistent approach - Ready, Respectful, Safe

In order to ensure children are able to succeed with their learning we will follow a consistent approach when approaching positive behaviours. Our expectations:

• All members of the school community should always show respect to one another.
• All staff consistently model good behaviour.
• All children should acknowledge the authority of, and respect, their teachers and other adults.
• All children are expected to be well-behaved, well-mannered and attentive.
• All children should show regard for their fellow pupils.
• All children should respect their own and other people’s property and take care of school property, including equipment, books and doors etc
• If a child has a disagreement with another child which cannot be resolved easily, it should be reported to a member of staff, who will take appropriate action.
• Physical violence is never acceptable, neither is retaliation. Repeated or serious incidents will lead to suspension or permanent exclusion.
• Foul or abusive language should never be used.
• Sexist, homophobic or racist language should never be used.  
• Incidents of eSafety and cyberbullying, including the use of Google Classroom, are dealt with in the same manner as other forms of unkind behaviour.

Pupil Code of Conduct

1.   We are sensible and safe around school.

2. We always follow adult instructions.

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

4. We respect other people’s games.

5. We always communicate and act respectfully.

6. We stay safe and keep our hands and feet to ourselves.

7. We are ready to work hard and allow others to learn.

8. Expectations outside of the Academy

When wearing our uniform, and as a member of our academy, you are an ambassador for Co-op Academy Smithies Moor. We care about you when you are in the building and when you are at home or in the community. We expect all of our pupils to be respectful citizens both inside and outside of schools, and especially when identifiable as Co-op Academy Smithies Moor pupils. When walking to and from the academy we expect you to:

• walk on the pavements not the middle of the road
• be aware of other pedestrians and respectful of the neighbourhood
• walk in small groups so as not to block pathways, alleys or walkways
• be careful crossing roads, use crossings and not looking at mobile phones
• use respectful language
• refrain from fighting, aggression or abusive language or behaviour
• be respectful in shops - go in in small groups and be polite to shopkeepers
• refrain from smoking or vaping
• talk positively and be positive about the academy and the Co-op
• continue to live by our Ways of Being and commit to being ready, respectful and safe

9.  Consequences

Although Co-op Academy Smithies Moor does everything they can to mitigate the need for consequences and sanctions, we know that pupils do make mistakes. If a pupil’s conduct falls below the expectations laid out in this policy (including expectations inside and outside school) the following consequences would apply.

• A suspension issued for persistent breaches of the policy or one-off incidents (see section 12)

At each level of this list of sanctions, support is provided to help the pupil make more positive choices in the future. See section 10 for interventions offered to pupils to maintain excellent behaviour.

The adults at Co-op Academy Smithies Moor do not let things pass; every incident or example of less than our best is tackled in some way. We believe that tackling small actions consistently reinforces the messages about good behaviour to children. 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,class charts) means. If this approach is not appropriate for the situation, or if such strategies fail, the following approach is followed.

Procedures for de-escalating low-level behaviour incidents:

• Remind them of Ready, Respectful, Safe
• Remind the child with structured verbal warning linked to the pupil code of conduct
• Redirect to another activity
• Talk to the child to discuss their behaviour
• Discuss with parent/ phone call home if required

Where children have taken responsibility for their actions; e.g. told the truth immediately, said that they are sorry, named their own sanction appropriately; sanctions may be reduced to reflect the lessons learned. Adults model the importance of forgiveness and reconciliation.

In all consequences and actions it is essential that the child knows that it is the behaviour which is unacceptable, not the child as a person.

NB. The Department of Education’s publication ‘Behaviour and Discipline in schools - Advice for headteachers and school staff’ (January 2022) states that teachers have the power to sanction pupils for misbehaving outside of the school premises to such an extent as is reasonable.

Conduct outside the school premises and online conduct that teachers might sanction pupils for include misbehaviour:

• when taking part in any school-organised or school-related activity;

• when travelling to or from school;

• when wearing school uniform;

• when in some other way identifiable as a pupil at the school;

• that could have repercussions for the orderly running of the school;

• that poses a threat to another pupil; or

• that could adversely affect the reputation of the school.

10. Further Intervention and Support

Where a pupil is unable to sustain good behaviour in a number of subject areas, despite the clear systems and staff use of positive reinforcement; or where there is a serious one-off incident which breaches the school ethos, a pupil may be referred to the school’s support teams who may consider the following interventions.

• Pastoral Support Programme
• Support from the Inclusion team and SENDCO
• Amended timetable
• Referral to Core and/or multi-agency group
• EHCP application
• Referral to alternative activities
• Managed Move to another school
• Referral to in school SEMH mentors
• Referral to in-school counsellors
• Careers interviews
• Extra-curricular clubs
• Referral to the Schools Police Officer and referral to outside agencies
• Referral to in-house alternative provision ‘Base’ unit
• Referral to external alternative provision
• Suspension
• Permanent Exclusion

The school recognises that changes in behaviour may be an indicator that a pupil is in need of help or protection. We will consider whether a pupil’s misbehaviour may be linked to them suffering, or being likely to suffer, significant harm and all sanctions will be discussed with the safeguarding and inclusion teams. Where this may be the case, we will follow our child protection and safeguarding policy, and consider whether pastoral support, an early help intervention or a referral to children’s social care is appropriate. 

Please refer to our child protection and safeguarding policy for more information.

Where a pupil may be struggling to meet the expectations laid out in this policy, due to a special educational need or disability, reasonable adjustments will be put in place, in consultation with the SENDCO. An example of a reasonable adjustment could be a - minute early pass to avoid crowds in corridors; a temporary or long-term adjustment to the uniform policy; a library pass to be able to avoid crowds during break / lunch time or a time out pass to support regulation in the classroom.

Please refer to our SEND policy for more information.

11. Child on Child Abuse

Co-op Academy Smithies Moor is committed to ensuring a climate of safety for all pupils 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 2023. 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 Smithies Moor Anti Bullying Policy

Co-op Academy Smithies Moor Safeguarding and Child Protection Policy

Keeping Children Safe in Education 2024

12. Suspensions

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

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 pupil
• A deliberate assault on another pupil
• Fighting
• Damage to property
• Sexual assault
• Racial, transphobic or homophobic abuse
• Verbal or physical abuse / bullying
• Verbal threatening and intimidation of staff or pupil
• 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 pupil 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 pupil that 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 pupil 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 pupil could receive:

• Parent meeting with pupil voice, parent voice and agreed targets recorded
• 2 weeks on a behaviour tracker -  SLT to monitor behaviour
• Review of  seating plan
• Review of break / lunch provision and possible structuring (e.g. lunch clubs; sports)

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

13. Permanent Exclusion

Permanent exclusion is a last resort. A Headteacher may decide to permanently exclude a pupil for persistent disruptive behaviour, where despite the school's best effort, a pupil 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 pupil or member of staff (including online threats or abuse)
• Assault on a pupil 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 pupils and make reasonable adjustments where necessary. Where possible searches will be conducted with the pupil present and away from other pupils (unless there is reason to believe that significant harm could happen if we wait).

The school can search a pupil 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 pupil 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, by staff members of the same gender as the pupil, and with the pupil 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 pupil’s underwear or skin (beyond shirt sleeves).

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

Retention of, damage to or disposal of a pupil’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

Mobile phones must be left at the office when arriving at school and collecting from the office at the end of the day. An agreement form must be completed to allow mobile phone to be brought into school.

If, when conducting a search in accordance with the above criteria, an electronic device is found that staff can reasonably suspect has been or is likely to be used to commit an offence, cause personal injury or damage to property, the data can be examined if there is good reason to i.e. doing so could mitigate harm / damage being caused. This must be done in accordance with the appropriate guidance. When an incident involves youth produced sexual imagery (nudes/semi-nudes), the member of staff should involve the Designated Safeguarding Lead immediately and the appropriate safeguarding guidance followed.

The DSL will be informed of all searching incidents (inc. those where no prohibited items are found, and an accurate record kept of all search incidents (even if no prohibited item is found). We will endeavour to inform parents as early as possible, with as much detail as possible (including why the search was carried out, what was found and follow up support) if a search has been carried out on their child.

Screening

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

Power to use reasonable force  

Members of staff have the power to use reasonable force to prevent pupils 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 - Coding on Arbor (MIS)

We use Arbor to record behaviour incidents. 

There are ten categories of behaviour incident to allocate any records to:

1. Disruption to learning
2. Community conduct
3. Bullying
4. Disrespect to adults
5. Disrespect to children
6. Abusive behaviour (protected characteristics)
7. Fighting, physically aggressive or threatening violence
8. Banned items
9. Dishonesty
10. Truancy

These categories will be reported at Trust levels for purposes of trend and outcomes analysis.

Within each category, there are sub-categories to guide staff in recording accurately:

Appendix ii

Appendix iii

Supporting behaviour script for staff

I can see something is wrong…

I am here to help you…

Talk and I will listen

I can see it is difficult for you..

Thank you for letting me know…

It is ok to feel like this…

Come with me and we’ll talk about it..

You have two choices…. Or …

I will give you time to think about the choices…

I will make the choice if you cannot…

Think about making the right choice. Thank you

Remember we are ready, respectful and safe…

NAME, at Smithies Moor we are ready, respectful and safe so that everyone can learn.

Name, you’re... (e.g. running in the corridor/tapping your pencil on the desk/talking when I’m speaking...)

Thank you NAME for... (e.g. walking/putting your pencil down/listening nicely...)”

Name, I need you to... – thank you!

Well done/Thank you NAME, you made the right choice

NAME, you are choosing not to follow code of conduct number x. This is your warning for...

NAME, you are choosing not to follow code of conduct number x and have … minutes reflection time.

Well done/Thank you NAME, you made the right choice