Positive Behaviour Policy

Policy details

• Date approved by Trust Board - 10/07/2025
• Next review date - 10/07/2027
• Policy owner - Miss Lewis

Co-op Academy Nightingale

9 Stanley Road

Harehills

Leeds

LS9 7AX

0113235 9164

Nightingale: 0113 235 9164 email: nigh.head.teacher@coopacademies.co.uk

Insert Academy Website Link

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.

In Early Years we are committed to establishing a learning environment which promotes positive behaviour, readiness to learn and relationships where children treat each other with care and respect.  We have an inclusive setting which supports all children as they take increasing responsibility for themselves and their actions and consider the welfare and wellbeing of others.

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

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:

• 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, 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 all staff manage pupils’ play and lunchtime behaviour at the least structured point in the day. Therefore, intensive training is provided for this group of staff as well as the headteacher, pupil premium, attendance and SENDCo team to review provision as well as enrichment opportunities.

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 ‘Talk Types’ to give pupils and staff a shared language for discussing communication
• the Pupil Code of Conduct is displayed in all rooms of the academy, in and around the playground
• the tariff for rewards and sanctions are displayed in all rooms of the academy
• assemblies to celebrate and to reinforce pupils’ knowledge of behaviour and consequences (including through well chosen stories, parables etc)
• the use of widget/pictorial dual coded communication boards to support social interaction, peer mediation and restorative conversation toolkits.

In Reception we follow the school Golden Rules

To support these rules, we spend time teaching these expectations and provide visual prompts to help the children remember them.  Unacceptable behaviour will always be addressed.

Staff should make every effort to act as a good role model to children by behaving in a friendly and considerate manner themselves, creating an atmosphere of respect and value for one another, encouraging parents and carers to join us with this partnership.

Early Years aim to support the behaviour policy followed by the whole school community, parents, teachers and children, based on our sense of community and shared values.  With a particular focus on:

• Creating a caring family atmosphere, where teaching and learning can take place in a safe and happy environment
• Teaching through the Early Years Foundation Stage values, Co-op values and attitudes as well as knowledge and skills.  This will promote responsible behaviour, encourage self discipline and encourage children’s respect for themselves, for other people and property.

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 support plans.

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

Classroom Buddies - Pupils look out and support pupils who may be new to school or lonely, sad or on their own at breaktime.

Classroom monitors- pupils who work to look after and organise a tidy classroom environment.

Book monitors - pupils who look after and keep tidy classroom books

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

Lunchtime Ambassadors

Reading young leaders - pupils from Y5 and Y4 are trained to read with younger pupils at break and lunch times.

Assembly young leaders - pupils from Y5 ensure the hall is set up for assembly and the certificates/prizes are ready to be distributed.

Behaviour champions - 1 pupil per week from each class are selected as young role models within the classroom.

Peer mediators - pupils in y6 will use restorative conversation scripts. They are trained using educational psychology (EP) interventions 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.

Co-op positive points and/or golden tickets will be awarded for pupils taking on leadership roles and fulfilling their responsibilities.

Early Years leadership roles include:

Tidy up monitors - helping each other to care for our classroom and resources

Visual timetable monitors - keeping track of our day and what comes next

Lunchtime helper - setting the lunch tables and ensuring all the children have the correct utensils to enjoy their meals

Line leaders - being responsible to lead the class  when transitioning to the hall and outside area

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.

Early years restorative conversations include the following:

In addition to the above, we encourage good behaviour, rather than punishing poor behaviour choices, by providing a range of rewards for the children.

Making clear to the children the difference between minor and more serious misbehaviour and the range of sanctions that will follow

Treating problems as they occur in a caring and sympathetic manner in the hope of achieving an improvement in behaviour

Encouraging collaborative and cooperative behaviour between and across all age groups.

Talk Types

We encourage an unconditional liking of a child. Ensure that we separate the behaviour e.g. we like you, but we do not accept that behaviour because….e.g. it is unsafe. We define positive and negative communication using the labels below. This complements the shared language staff and pupils use to discuss behaviour. Members of staff consistently refer to the Talk Types when discussing pupils’ behaviour with them. Similarly, staff identify other opportunities in the curriculum to reinforce pupils’ understanding. For example, Talk Types are identified when analysing a character’s behaviour in a book or text. Scenarios in PSHE lessons also provide an ideal opportunity to consolidate and extend pupils’ understanding of their own behaviour and that of others.

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 Nightingale’s whole school expectations.

5. Recognition

All rewards are recorded on Class Dojo and then transferred to Arbor once thresholds have been met. e.g 20 dojo’s = 20 Positive Points

Arbor will then communicate to parents. Once these reward thresholds have been met.

All rewards are equivalent to 1 class dojo Awards are given for:

• pupils fulfilling their leadership responsibilities (see section below)
• showing the four ‘Ways of Being’
• Following the Golden rules consistently
• being a ‘Super Learner’. Showing skills builder skills.   These tokens 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.

Extra reward

• Five Class Dojo points for being on time and attending every day in a week Every child in a teachers class should aim to receive 2 -3 positive points each day with the aim of a maximum of 350 -450 points for the class each week.

Early Years also receive Class Dojo’s, receiving a prize for every 50 points they receive and visiting the head teacher for a special prize and certificate once they have received 150 points.

Class attendance certificates are given weekly and stickers and praise are given throughout the day for positive behaviour, good work and participation during the day.

Weekly Rewards Individual Awards

At Co-op Academy Nightingale we know how important it is to recognise children’s efforts, outcomes and behaviour. Accordingly, a range of incentives are in place to celebrate children’s successes.

• Star of the day certificates The highest scorer of positive points in each class will receive a class based certificate from their teacher, this will be tracked across the terms.
• Weekly Young Leader Trainee/Teacher modelling good behaviour in each class - every child in every class should have an opportunity to earn this leadership role.
• Star of the week pupils will receive a certificate and wear a medal in school the following week.
• Always Children & Behaviour Stars Every other week children will be chosen and invited to a celebration at the end of the day on a Friday.
• Pupils will be rewarded for meeting positive Arbor reward thresholds (transferred into positive points from their dojos). For each threshold children will receive certificates in Friday’s assembly in line with the following breakdown: 50 green/team Nightingale, 100 bronze 200 silver, 300 gold, 400 platinum 500 diamond.
• Pupils with the most Co-op Positive Points during the week will be celebrated in Friday celebration through the above thresholds and tracked.
• Golden Tickets will be awarded to Pupils in Year 2-6 by teachers and teaching assistants for recognition of effort, good work or significant improvements seen. Multiple golden tickets can be given in a day - this will also be recorded on Arbor.  Students receiving the golden ticket will go into a prize draw each week which will be pulled from a hat in Friday Assembly.
• (Pupils in yr R) will aim towards a gold award in a day and will receive incentives/stickers/certificates for reaching this. Additionally there will be  a class draw for each day. 10 positive points = changing the monster, 50 prizes (every 50 positive points), every 150 points will be visited and awarded a special ticket by the Headteacher.
• Pupils in all year groups will aim to ‘Get to gold’ within their classrooms, any children who gets to gold will be given a golden ticket and be in the draw to receive a prize in assembly.

Team awards

• When 90% of the class hit a reward threshold the class can have a celebratory event together e.g
• Green/Team Nightingale 2100 class points = golden time activity on a Friday afternoon (playing board games/planned by the class teacher).
• Bronze 4200 class points = Non-Uniform Day
• Silver 6300 class points = Baking, cooking event, visit from Pizza express/making pizzas
• Gold 8400 class points = Experience in class such as music or animal experience
• Platinum10,500 class points = Sports Event or class team building activity
• Diamond 12,600 class points =Music & class party
• For positive points, once all of your class reach each threshold (e.g everyone gets to Bronze - 100 positive points), that class will be awarded with a certificate to display from Miss Lewis.
• Pupil will have needed to achieved a minimum of 2 dojo points per day, 120 positive points per threshold to be able to take part in the behaviour award, have not had 2 or more behaviour meetings with the headteacher and parents/carers in a half term(see consequences of 3 x detentions = 1 headteacher meeting) or worked on improving their behaviour since the meeting.This will be reviewed alongside the classteacher, safeguarding, pastoral and/or SENDCo inclusion team.  

Termly Rewards

• Attendance 97%+, most improved
• Most Positive Points

Attendance Rewards

• The Arrive on Time Riders/Bus will target and support improving pupil attendance and punctuality - these children will be celebrated regularly.
• Weekly 100% Attendance: Each week 2 children will be chosen in each class to receive a 100% certificate by Miss Lewis the Headteacher and Mr Ingle the attendance lead. Children can receive this on multiple occasions.
• 100% attendance will be celebrated each day by receiving a positive dojo point and/or stickers.
• Every Monday, the pupil attendance leads will update class attendance competitions and added to class displays. Attendance displays will be updated regularly by adults in classes.
• Each week on a Monday at 3pm - 3.15/3.30pm Children with 100% attendance and/or most improved will be invited (on a Friday) to attend the following Monday. Parents and/or carers will also be invited to attend where appropriate.

Team Rewards for Attendance

• October Half term - a Halloween/dress up disco - last day of term.
• December Autumn 2 Half Term - movie & popcorn in class.
• February Spring 1 half Term - games such as board games in the hall
• April Spring 2 Half Term - Pantomime
• May Summer 2 Half Term - Disco
• July Summer 2 Half Term - Bouncy Castle

Celebration Boards

• The pastoral and attendance team will lead a pupil pioneer celebration board by the dinner hall to celebrate individual and class improvements in behaviour and attendance as identified above.

Parental Celebrations

• Parents and/or carers will be invited to attend special lunch or afternoon teach with their child and Miss Lewis the headteacher to celebrate individual improvements in behaviour and/or attendance.

Annual Rewards

• Attendance and punctuality 97%+
• Super Learning of the Year
• Ways of Being Advocate
• Highest positive points girl and boy, most improved positive points girl and boy
• Overall Positive Points Champions
• 100% attendance club for R - KS1 and KS2 - positive points, most improved behaviour 15 pupils from each key stage will win a trip out such as picnic, visiting local parks such as Roundhay, adventure areas or going to the zoo

Curriculum Conqueror

• citizen, think/being like a
• Working like a Historian
• Working like a geographer
• Working like an Artist
• Working like a musician
• Working like a theologist
• Working like a scientist
• Working like a designer

6. Classroom Strategies and Expectations and 7 Golden rules.

Should a student fail to meet the expectations of the classroom, the teacher will implement the four step plan (See below)

1. We MUST stay in our seat or carpet spot - an adult comes to me.
2. Show active listening.
3. We follow instructions from all adults, the first time we are asked.
4. Our transitions are silent using 1, 2 and 3.
5. We start our work positively, quickly and take pride in our work.
6. We always use kind words, kind hands and kind feet.
7. We treat everyone and everything in school with respect, fairness and equality.

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 Nightingale we expect pupils to:

• Line up quietly and walk in line when transitioning from one room or activity to another
• Move to lines immediately after lunch when the ‘silent stop’ whistle is blown
• 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 during play, lunchtimes, educational experiences, site staff and any visitors

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 parents and carers monitor behaviour of children immediately outside the school gates and whilst walking too and from school to ensure they are safe on the busy roads and that they are not causing blocks to the walkways for other pedestrians.

9.  Consequences

Although Co-op Academy Nightingale does everything they can to mitigate the need for consequences and sanctions, we know that students do make mistakes. 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, Coop positive points) means. If this approach is not appropriate for the situation, or if such strategies fail, the following approach is followed.

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

Step 1: Member of staff says to the pupil: “This is your reminder to make the right choice.”

If the misbehaviour continues:

Step 2: Member of staff says to the pupil: “I’m giving you an instruction to …”

If the misbehaviour continues:

Step 3: Member of staff says to the pupil: “You are choosing not to follow rule number x and have … minutes time out at break time”

If the misbehaviour continues:

Step 4: Remind the pupil at 5 minute intervals how much time they are accruing.

If pupils (Years 1 - 6) do not adhere to the Pupil Golden Rules and/or Pupil Code of Conduct (see earlier definition of ‘misbehaviour’) and reach Step 3, they will have ‘time out’ during the next play and/or lunchtime (see below for duration). For misbehaviour occurring at play or lunch time, pupils will be escorted to ‘The Hub, Detentions’ to start their time out immediately. If pupils are absent from school, their time out will be carried over until they return.

In instances of serious misbehaviour (see earlier definition), the member of staff will move straight to Step 3 without issuing warning.

Time out takes place in detentions and is led by the Learning Mentor or a member of the senior leadership team. The leader will speak to each pupil about their behaviour, ensuring that:

• all incidents have been investigated and dealt with fairly, in line with this policy
• sanctions issued are correct and in line with the policy
• pupils take responsibility for their actions
• pupils reflect on how they could behave differently in future to avoid sanctions
• time out is conducted in silence and any time lost due to misbehaviour is added on the lost learning tracker and detentions.
• The teaching assistant will escort any pupils needing time out to the detention space.

If a student exhibits behaviour which is unsafe including physically hurting themselves or others, leaving  the classroom without permission or if they display significant dangerous behaviour, this is a high level incident. A referral should be called for immediately, through use of school phone systems (This must only be used for high level incidents if pupils are safe and do not pose a risk to themselves or others the consequences system below must be followed) and a member of the pastoral or SLT will support. The decision to remove a pupil from class must be made by a member of the SLT or Pastoral team. Only pupils who are dysregulated will be asked to leave the classroom, all other behaviours will lead to time missed at break and lunch. Our priority remains ensuring pupils are regulated, socially included and involved in learning. Lost learning will therefore be made up at break and lunch - this is tracked by our behaviour and pastoral leads..

Recording

The member of staff who investigated or witnessed the incident will record it on Arbor. Class teachers must keep a record of any pupil needing time out (including that issued by other members of staff).

Class teacher will inform parents at the end of the day if a time out has been given and the parent will receive a notification by email through ARBOR by the detention lead. If a pupil has three timeouts in half a term a phone call home and/or meeting will be made by SLT to home. Further incidents will trigger a meeting with SLT and parents. For serious misbehaviour, the behaviour mentors will consult with the SLT, make a telephone call to parents and will record this on Arbor. If sexually harmful behaviour occurs, this is recorded on CPOMs (Not Arbor)  as a safeguarding concern. Appropriate actions will be taken, inline with this policy and the Safeguarding & Child Protection policy.

Following a high level incident teachers / support staff must complete an Antecedent, Behaviour, Consequence (ABC) chart. These will be used to consider whether a child needs an individual support plan and to update Risk Assessment where appropriate.

Early Years

Golden Rules and behaviour policy will be adapted so it is age appropriate and accessible for the children. Children in the early years children who breach the golden rules 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. Where a pupil has had time out parents will be informed.

Carpet time is used to reinforce good behaviour or any issues which may have arisen where bad behaviour choices were made.  Children need to discover the bounds of acceptable behaviour lie, as this is part of growing up.

Minor behaviour challenges are dealtl with by the class teacher or TA in a caring, supportive way with some flexibility regarding the age of the child.  Each case is treated individually and children are made aware that they are responsible for their own actions and breaking the rules will lead to sanctions as detailed below:

There will be frequent resets/fresh starts throughout the day to help the children focus on their choices and behaviour and the scales of sanctions will start again on green.

Biting

Some children bite due to teething, exploring their environment using their senses, for quick attention or out of frustration because they don’t have the vocabulary to express themselves.

The Teacher/TA will work with you and the child to discover why your child is biting.  The incident may be isolated but we will monitor the behaviour using Arbour.  If we identify a possible trigger for the biting incident we will make changes to reduce or remove the cause.  For example increased supervision of a child that is biting, so that support can be given in helping them to find alternative ways to express themselves.

We may encourage your child to part in activities which help release frustration such as play dough or other physical activities

 What can you do about biting?

• We know that if your child has been bitten or has bitten someone, this can be distressing but please speak with Reception staff about any concerns you have in a calm manner
• Please remember that staff cannot give you any information about any other children in Reception and will not disclose who has bitten your child or who your child has bitten
• To help put a stop to challenging behaviour is a partnership between Co-op Nightingale and Parents.  Work with the EYFS staff to support any behaviour management techniques and use them at home as well as at school.
• If a child’s recurring behaviour is having a negative impact on your children’s experience at school, we will work closely with all involved to reduce and eliminate the issue

What happens if my child has been bitten?

• Your child will be comforted and reassured
• The bite wound will be washed and cleaned with an antiseptic wipe
• If the bite has broken or bruised the skin, you will be contacted by telephone so that you are aware that your child has been bitten.
• When you collect your child there will be an incident form completed with all the information about the biting incident and any treatment given.

Time out/ missed break

Each of the following consequences will be given at the end of stage 3. (eg three warnings) These consequences could be repeated within a session e.g three incidents of talking when others are would result in 15 min of lost break.

10. Further Intervention and Support

Coop Academy Nightingale 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, alongside parent/carers so that they understand what they should and should not do.

In conjunction with the class teacher, the SENDCo, parent/carer 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 positive 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 via online reporting system and communicated to parents/carers.

Graduated Response

1st detention - teachers will discuss with parents/and or carers.

2nd detention - the detention leader will call and/or meet with all parents involved

3rd detention - will require a meeting with headteacher or a member of the senior leadership team (SLT)

In addition, detention communication will be shared through a communication of arbor to parents and/or carers.

We were closely with our community police officers (PCSO)s where ongoing, persistently challenging and repeated behaviours are present despite early intervention. We facilitate 1:1, targeted group support and/or whole school intervention such as assemblies or workshops to ensure your child and other children are safe as well as minimal lost learning is reduced. On rare occasions, the PCSOs may log more formal intervention required where they speak with the same child about the same anti-social behaviours on three or more occasions. This intervention is to support community cohesion, relationships and educational support as well as effective transition to secondary school alongside parental partnerships.

Emotional Wellbeing

Co- op Academy Nightingale is dedicated to fostering the social, emotional, and mental wellbeing of every pupil. It is our priority to ensure that all pupils receive the necessary support to thrive and realise their full potential.

We acknowledge that some pupils may require additional assistance to feel safe and secure. We recognise that behavior can be an indication of unmet needs and a form of communication for some pupils. Therefore, we aim to develop a positive environment by employing restorative approaches and nurturing strategies to promote positive behavior and emotional  well-being. We also  collaborate closely with external agencies to provide appropriate support and intervention to ensure our pupils get the right support at the right time.

Below are some of the strategies and pathways we employ:

• Zones of Regulation
• Drawing and Talking
• SEMH Talkabout
• Boxall Profile
• Play Therapy
• Counselling
• MindMate SIngle Point of Access
• CAMHS

11. Child on Child Abuse

Co-op Academy Nightingale 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 Nightingale Anti Bullying Policy.

Co-op Nightingale 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.

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

Student in year 6 who have been given permission to walk home alone may bring a mobile phone to school with them but this must be handed in to the office at the start of the school day and turned off and then will be handed back at home time.

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

Co-op Academy Nightingale consequences for behaviour

suspension processes / reintegration processes

Uniform expectation pics / images etc. Uniform Slips - we translate into the appropriate language for accessibility. Below is an example translated in Romanian

Pupil Code of Conduct linked to the Co-op Ways of Being

Examples of approaches / posters Scripts / scaffolds used

Reflective Sheets Detention Reflective sheets with visuals

PACE behaviour script for staff

Zones of Regulation & Visuals to Support Communication included Makaton

Principles of the home school agreement.

Every child has the right to an education to prepare them for their futures and the right to be safe in school.

Our staff have the right to come to work to carry out their duties and to ensure the children receive a good education and to ensure the safety of our children. They do not come to work to be threatened or verbally abused.

We expect pupils, parents, carers and staff to be respectful to themselves and each other. When issues arise, we expect them to be managed and resolved in partnership with each other (child, parent/carer and staff).

To ensure this, we agree on the following:

Name of child will

• Come to school and go to class quickly and positively.
• Complete his/her work first time every time.
• Follow Co-operative Values:

      .     Use his kind hand and words

-Be yourself always

-Do what matters most

-Succeed together

-Show you care

• Follow our Careers Related Learning and Skills Builder targets of:

-Listening

-Speaking (when appropriate)

-Problem solving

-Creativity

-Staying positive

-Aiming high

-Leadership

-Teamwork

• Consistently follow our 7 Golden School rules at all times:

1. We MUST stay in our seat or carpet spot - an adult comes to me.
2. We show active listening.
3. We follow instructions from all adults the first time we are asked.
4. Our transitions are silent using 1, 2 & 3.
5. We start our learning positively, quickly and take pride in our learning.
6. We always use kind words, kind hands and kind feet.
7. We treat everyone and everything with respect, fairness and equality.

• Be respectful to all adults and children.
• Use respectful language, do not shout and do not swear, use offensive or inappropriate language.
• Not threaten children and/or adults.
• Not hold grudges against children and/or adults.
• Do not take other children or adults possessions and keep these.
• Accept consequences when any of the above are not followed.
• Take responsibility when things go wrong, talking about incidents with school and his/her  family.
• Speak to trusted adults when outside or inside incidents impact on him in a calm and respectful manner.
• Inform an adult when he needs space or calming down time to prevent him from being verbally or physically abusive.

To achieve this our staff will:

• Have high expectations of  Name  in his work and behaviour.
• Be respectful of Name and his needs.
• Be fair.
• Listen to Name when he is respectful and calm and remain calm ourselves.
• Have time or days away if Name has been disrespectful to them - be open for reintegration if and when needed.
• If Name doesn’t complete his work to the best of his capabilities, it will be completed after school or at home and will be checked by staff.
• Have target card and targets that are regularly checked - personalised to him
• Have clear communication with Name’s carers
• Support and encourage Name to work hard.
• Support Name by adapting strategies to manage his needs where appropriate
• To have reward time at the end of the day.
• Support and encourage Name to follow the school rules
• Chromebook time 5 mins after reading plus before break, lunch at the end of the day - staff will ensure Name child appropriate websites and only if completing to a Y6 standard.

Carers will:

• Support the school
• Ensure Name adheres to the above and completes consequences as arranged
• Be contactable when school needs to get in contact
• Ensure that Name attends school on time, every day
• Share any worries or concerns involving Namei so that school can support
• Be respectful

I have read and understood the contents of the agreements/permissions as listed above and agree to the terms of the Home Academy Agreement.

Carer Signature _____________________________________________ Date_________________

Carer name in BLOCK CAPITALS____________________________________________________

Name Signature ______________________________________________ Date________________

Name name in BLOCK CAPITALS____________________________________________________

School Signature ______________________________________________ Date________________

Name in BLOCK CAPITALS____________________________________________________

Thank you for taking time to complete the home-school agreement.

Fresh Start Sheet

Example Curriculum Conqueror Certificates to be used by wider subject leaders

Meet the teacher - One page profile Resources to Support Transition & New Pupils/Arrivals to School

BIPRA

SEMH Graduated Response Graduated response document

Pastoral Support Referral Form Pupil Information

Referral Completed by: (details of person making the referral)

Support in Place: (please mark all appropriate boxes)

Presenting Issues/ Concerns

Please highlight any of the following issues or concerns that apply:

Pastoral Team to Complete

Please complete the form and email it to:

Halema Begum

Halema.begum@coopacademies.co.uk