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Behaviour management policy 23 -24


Positive Behaviour Policy

Policy details

Date created - September 2023

Date most recently reviewed by governors  -

Responsibility for review: Headteacher


Policy details        

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

  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 Nightingale website):

Anti Bullying

Equality Statement and Objectives

Health and Safety

Positive Handling

Safeguarding and Child Protection

Special Educational Needs


This policy is underpinned by the following legislation and guidance:

Behaviour in Schools - Advice for Headteachers and School Staff

School suspensions and Permanent Exclusions

Searching, Screening and Confiscation - Advice for Schools

Keeping Children Safe in Education 2022

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

Education and Inspections Act (2006)

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

Equality Act (2010, revised 2018)

  1. 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 Golden rules help us define and explore each ‘Ways of Being’.

I actively listen and pay full attention to learning.

I follow instructions first time

I stay in my seat or carpet space at all times unless been asked to move by an adult

I respect my school and everything in it so that Co-op Academy Nightingale is a safe and  happy place to be.

I listen and contribute to the lesson in a  positive way

I respect and tolerate differences and I can be friends with anyone and treat everyone with respect.

I work as a team to make Nightingale a safe, happy place.

I speak respectfully to others at all times.

 I know my words can help others to be better. I speak up when I see bullying or poor behaviour.

I follow all the golden rules to make Nightingale a safe and happy place.

We transition in class and around school are silent so that everyone is able to learn.

I attend school All day everyday

  1. Rights and Responsibilities

The Academy Governing Body:

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

The 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 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

  1. 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 on time 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
  • Communicate behaviours positive and negative to parents.

Our staff are provided with training on managing behaviour, including for key staff 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. 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:

  1. The Pupil Golden rules are displayed in all rooms of the academy, in the playground and adults have a copy on their lanyards
  2. The tariff for rewards and sanctions are displayed in all rooms of the academy
  3. Assemblies to celebrate and to reinforce pupils’ knowledge of behaviour and consequences (including through well chosen stories, parables etc)

Leadership Opportunities

Class teachers ensure that ‘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.

Reading leaders - pupils from Y6 and Y4 are trained to read with younger pupils at break and lunch times.

Assembly leaders - pupils from Y6 ensure the hall is set up for assembly and the certificates/prizes are ready to be distributed.

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

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

Guidance for restorative conversations

  • If possible, talk to pupils involved separately initially.
  • This conversation should take place with the adult who witnessed or received the information about misbehaviour.
  • Avoid truth-seeking where possible.
  • Only hold the conversation when the child is in a calm state and ready to interact positively



● Listen to the child’s perception of what happened

“What happened?” “Tell me what was going on”



● Acknowledge how they must have felt (without putting words in their mouth eg. that must have made you angry)

“I’m sorry that must have been really hard for you”

“I’m sorry, that sounds tricky, it must have been difficult when…” “I’m sorry you felt that way



● Ask what emotions the child was experiencing at the time “How did you feel when that happened”

“How were you feeling before/during/then?”



 Support child to plan for next time: how will they respond in a better way (a more socially acceptable way)

Eg. If they said instead of hitting someone next time they might shout or clench their fist, this behaviour should be praised when seen not sanctioned again

“What could we do next time you feel that way”

“Can you tell me other things you could have done that would have been more appropriate?

  1. Recognition

All rewards are recorded on Class Dojo and then transferred to Arbor once thresholds have been met. e.g 20 dojo’s = 20 Co-op coin,

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
  • 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

Weekly Rewards Individual Awards

  • Pupils will be rewarded for meeting  positive Arbor reward thresholds 100 bronze 200 silver, 300 gold, 400 platinum 500 diamond .During the week will be celebrated in Friday assembly  celebrations.  
  • Pupils with the most Co-op coins during the week will be celebrated in Friday celebration.  
  • (Pupils in year 2-6) Each day each teacher will attempt to award a ‘Golden Ticket’ positive for a student based on 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 -1) will aim towards a gold award in a day and will receive stickers for reaching this. Additionally there will be  a class draw for each day.

Team awards

  • When 90% of the class hit a reward threshold the class can have a celebratory event together e.g Bronze non uniform day, choosing afternoon silver: biscuit decorating, film and popcorn Gold:

Termly Rewards

  • Attendance 97%+
  • Most Co-op Coins

Annual Rewards

  • Attendance and punctuality 97%+
  • Super Learning of the Year
  • Ways of Being Advocate
  • Overall Co-op Coin Champion

6. Classroom Strategies and Expectations and Golden rules.

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

  1. Stay in your seat or carpet space at all times unless you have asked your adult.
  2. Show active listening and full attention whilst anyone else is talking.
  3. Follow all instructions from all adults at the first time you are asked.
  4. All transitions in and out of class should be silent and using 1/2/3
  5. Always show respect for our school and everything in it
  6. Speak respectfully to adults and children at all times.

7. Expectations Around the Academy

  • Line up quietly and walk in line when transitioning from one room or activity to another. Pupils walk in silence and use smart walking.
  • Respect that there is always learning happening.
  • Ensure you put all litter in the bin and behave responsibly in all inside and outside spaces keeping them tidy at all times.

Lunchtime/ break time

  • Queue respectfully for dinner and always tidy away their tray once they have finished their meal
  • Speak politely to all adults, including lunchtime supervisors, site staff and any visitors using manners please, thank you.
  • No play fighting
  • Move to lines immediately after lunch when the whistle is blown
  • Follow instructions by staff first time.

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. If a student’s conduct falls below the expectations laid out in this policy (including expectations inside and outside school) the following consequences would apply:

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 Coins) 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” (Please see the list below for appropriate sanctions)

If the misbehaviour continues:

Step 4: Repeat step 1 to 3

Step 6: Teacher to speak to parent carer at the end of the day if time at break has been missed.

If pupils (Years 1 - 6) do not adhere to the Pupil golden rules (see earlier definition of ‘misbehaviour’) and reach Step 3, they will have ‘time out’ during the next play/ lunch  (see below for duration). All durations under 15 minutes need to be undertaken in the classroom. For sanctions of 15 mins or more a slip must be filled in by the teacher and the child will go to the small hall to complete the time.

For misbehaviour occurring at play or lunch time, pupils who have consequences of  5-10 minute duration of  time will  do this standing next to the school wall. Anything 15 mins or over will be taken from the following break and completed in the small hall.  If pupils are absent from school, their time out will be carried over until they return.

Time out takes place in The small hall 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

Class teachers must keep a record of any pupil needing time out (including that issued by other members of staff). The teaching assistant will escort any pupils needing time out to the small hall.

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

If a pupil has three timeouts in half a term a phone call home will be made by SLT to home. Further incidents will trigger a meeting with SLT and parents.

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 dis regulated 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 and involved in learning. Lost learning will therefore be made up at break and lunch.

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


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.


The member of staff who investigated or witnessed the incident will record it on Arbor.  For serious misbehaviour, the learning mentor will consult with the SLT, make a telephone call to parents and will record this on Arbor. If sexually harmful behaviour occurs, racist incidents or incidents of bullying this is recorded on CPOMs (Arbor) as a safeguarding concern. Appropriate actions will be taken, inline with this policy and the Safeguarding & Child Protection policy.

Time out/ missed break

Each of the following consequences will be given at the end of the 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.


Time out Y1 - 3

Time out Y4 - 6


Talking when others are talking



5 mins


Leaving seat or carpet space  without permission





Using unkind words or actions to members of the class





Not following the quiet transition.





Low level disruption to pupils learning





Refusal to complete work





Running or talking in the corridor





Not using the toilet pass





Swearing.  leaving the class without permission, repeated refusal to complete work.




Small Hall

Intentional damage to school property




Small hall

Biting / spitting










Hurting another person intentionally


45 mins

45 min

Pastoral room lunch time.

Repeated leaving of the classroom without permission


rest of the school day

rest of the school day

pastoral room. (ticket home)

Racist language  (1st incident only) further incidents will be dealt with via the racist incidents policy.

rest of the school day

rest of the school day

Pastoral room (Call to parents)

Homophobic language (1st incident only)

rest of the school day

rest of the school day

Pastoral room (Call to parents)

Homophobic language (beyond 1 incident)

Internal suspension

Internal suspension

Heads Office.

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, 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.

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 the bound book and communicated to parents/carers.

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 Part 5 of Keeping Children Safe in Education 2022. The Academy maintains a zero tolerance approach to all forms of child on child abuse and always maintain the attitude ‘it could happen here’. We will always take any reports or disclosures seriously. Any sanctions for child on child abuse will be proportionate, considered, supportive and will be decided on a case by case basis. Sanctions could include managing the incident internally, referring to early help, referring to children’s social care or reporting the incident to the police. Serious incidents could result in permanent exclusion. The Academy will not tolerate behaviour of this nature, whilst also not demonising anyone – we will support and listen to all of the pupils involved. The alleged perpetrator(s) will be offered support so that they can change their behaviour.

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

Co-op Nightingale Anti Bullying Policy.

Co-op Nightingale Child Protection Policy.

Keeping Children Safe in Education 2023

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
  • 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

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.


  • 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).

Co-op Academies Trust - Behaviour Policy  September 2023