Co-op Academy Florence MacWilliams is situated in the South of Stoke-on-Trent and is part of the Co-op Academies Trust, established in 2010. Co-op Academy Florence MacWilliams is underpinned by the values of the Co-op and all within the academy aspire to the Co-op Ways of Being: Succeed Together, Do What Matters Most, Be Yourself Always and Show You Care.

Co-op Academy Florence MacWilliams believes that every child can be knowledgeable, articulate and successful. We will have the highest standards for every member of our school community, and we will expect the best from our students in terms of effort, organisation and behaviour. Our curriculum will be knowledge rich and stimulating and our teaching staff will be subject experts who provide high quality teaching, supporting and challenging every child in their care.

At Co-op Academy Florence MacWilliams, colleagues and students will work at PACE, ensuring Pride, Ambition, Care and Excellence for self, school and city.

Aims

This policy aims to ensure that:

Teachers can teach and children can learn in a safe and fulfilling environment.
All students follow the core principles of PACE and apply this set of moral imperatives to their behaviour in and out of academy.
Parents encourage their children to show respect and support the academy's values and discipline procedures.
A positive culture of high expectations exists for all who attend the academy.
We establish a whole-academy approach to maintaining high standards of behaviour that reflects the trust mission to ensure every child becomes a successful citizen.
There are clear expectations and consequences for disruptive behaviour, antisocial behaviour or any behaviour that falls below our standards.
The academy provides a consistent approach to behaviour management that is applied equally to all students, by all staff.
We define what we consider to be unacceptable behaviour, including bullying and discrimination.

Rationale & Purpose

Co-op Academy Florence MacWilliams is built upon the values and ethos of pride, ambition, care, and excellence. The academy building was designed with modern innovation, reflecting the community's pride in its heritage and ambition for the future. Every detail, from the well kept grounds to the state-of-the-art facilities, is crafted with care and a commitment to excellence.

In our academy, there is a palpable sense of purpose. The people here share a common goal of nurturing and inspiring one another, fostering a culture where everyone can thrive. This place is a testament to what can be achieved when a community comes together with shared values and a dedication to creating something truly extraordinary.

Co-op Academy Florence MacWilliams is committed to ensuring that our students master the knowledge, skills and understanding to achieve our academy sentence and mission. We are committed to ensuring that all students succeed at university, in a high level apprenticeship, thrive in a top job and have a great life. We believe that anyone who is successful (in the broadest sense of the word) must develop self-discipline and be given autonomy to make the right choices. We also want our students to understand their role in developing a common purpose across our academy community and beyond. Education offers freedom, opportunity and choice. As teachers, the chances that we will create for our students will be truly life changing - no matter what your background, upbringing, family life or circumstances. We will give each student confidence, hope and a chance to unlock future opportunities.

Genuine mutual respect amongst all members of the academy community lies at the heart of this policy. The Co-op Academies Trust and Co-op Academy Florence MacWilliams expect behaviour to be of a high standard throughout the day, when travelling to and from the academy, whilst participating in trips and visits and whilst representing the academy in the local and wider community.

Cultivating a positive culture requires a multifaceted approach to behaviour management: teaching, modelling, and rewarding positive conduct while correcting poor or unacceptable behaviour. At Florence MacWilliams, it’s really easy to get merits and it’s really easy to avoid demerits.

Central to fostering positive behaviour is the forging of strong relationships and values among students through praise, rewards, and celebrations. By emphasising character development, we empower students to become leaders, fostering a community where strong social norms naturally deter inappropriate behaviour.

Florence MacWilliams’ behaviour management will be characterised by, consistency, transparency and clear rules. To ensure the correct structure for effective learning, expectations for both learning and behaviour are set high, and individuals are held accountable through a consistent application of consequences that correct unacceptable behaviours that fall short of this.

This policy is based on recognition of the rights and responsibilities of all members of the academy community, the importance of clear and consistent routines inside and outside the classroom which are always adhered to and create a culture of success.

We want students to develop the intrinsic value of hard work and feel proud of their achievement. We are committed to recognising good learning habits and students who demonstrate our values and drivers. Focusing on our drivers of mastery, autonomy and purpose supports us to build students' intrinsic motivation. The reward for our students is a school where they have great lessons, taught by brilliant staff, culminating in a future filled with ambition for themselves and their community.

The policy will therefore:

Build upon existing good practice that exists within the Co-op Academies Trust.
Support effective quality first teaching and learning.
Encourage adherence to the PACE code for the whole academy community.
Ensure members of the Co-op Academy Florence MacWilliams community to distinguish between acceptable and unacceptable behaviour.
Contribute to promoting mutual respect and tolerance in our multicultural and multi faith communities working for self, school and city.
Foster an environment of inclusivity.

The academy will communicate this Behaviour Policy to all students through its values, Home-Academy agreement and website as well as during assemblies, homeroom time, refresh assemblies and through curriculum, where appropriate. In addition to this parents/carers will receive home visits during transition, regular parents’ evenings will be calendared, weekly updates will be communicated via our means of communication including Arbor, social media and the academy website.

Leaders will communicate the policy to all teaching and non-teaching staff by providing copies of the policy through the staff training programme, electronically and through new staff induction.

The academy will communicate its policy to parents and carers annually via the academy website or upon request.

Together, we build a supportive, respectful, and vibrant community where every member thrives and contributes to the collective success.

This policy will be reviewed annually by the academy community and continually revised and developed in response to identified needs. It is expected that this policy is a working document and that academy leaders reserve the right to apply this guidance in a way which does not limit their capacity to implement the aims set out in this document.

Roles and Responsibilities

The Local Governing Council

The Academy Community Council 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.
Ensuring that the academy environment encourages positive behaviour.
Ensuring that staff deal effectively with poor behaviour, following academy processes and procedures.
Monitoring how staff implement this policy to ensure rewards and sanctions are applied consistently to all groups of students so that there is a clear link between cause and effect.
Ensuring that through training, communication and leadership structures all staff understand the behavioural expectations and the importance of maintaining them.
Providing new staff with a clear induction into the academy’s behavioural culture to ensure they understand its rules, routines and values, including how best to support all students to participate fully in their learning.
Offering appropriate training in behaviour management, and the impact of special educational needs and disabilities (SEND) and mental health needs on behaviour, to any staff who require it, so they can fulfil their duties set out in this policy.
Ensuring this policy works alongside the safeguarding policy to offer students both sanctions and support when necessary.
Ensuring that the data from the behaviour attitude to learning (ATLs) are reviewed regularly, to make sure that no groups of students are being disproportionately impacted by this policy.

Leaders, teachers and staff
Staff are responsible for:

Implementing the Behaviour Policy consistently and following the appropriate systems and procedures for rewarding and sanctioning children’s conduct. This includes establishing and maintaining clear boundaries of acceptable student behaviour.
Challenging students to meet the academy expectations and values.
Modelling positive behaviour, positive relationships and creating a calm and safe environment for students.
Communicating the academy’s expectations, routines, values and standards through teaching behaviour and in every interaction with students.
Providing a personalised approach to the specific behavioural or SEND needs.
Logging behaviour incidents promptly using Arbor.
Communicating in a timely manner with parents.

The senior leadership team (SLT) will support staff in responding to behaviour incidents.

Families, parents and carers
Families, parents and carers will support their child’s learning by:

Abiding by the guidance in the home academy agreement.
Getting to know the academy’s behaviour policy / values and reinforce them at home where appropriate.
Supporting their child in adhering to the academy’s behaviour policy by assisting with the implementation of academy procedures and systems including sanctions and rewards.
Informing the academy of any changes in circumstances which may affect their child’s behaviour
Discuss any behavioural concerns with the class teacher or academy staff promptly
Working collaboratively with the school to support the academy ethos and values, and encouraging your child to take responsibility for their actions.
Take part in any pastoral work following misbehaviour, for example: attending reviews of specific behaviour interventions, restorative opportunities or disciplinary panels if appropriate.
Raising any concerns about the management of behaviour with the academy directly, whilst continuing to work in partnership with the academy.
Taking part in the life of the academy and its culture.
Support with the safe management and oversight of their child’s use of electronic devices. Any incidents that take place outside of academy hours should be reported to the police or the platform moderators. The academy is not under any obligation to investigate these unless there is reason to believe that academy could be brought into disrepute. This is a key responsibility of families, parents and carers.

The academy will endeavour to build a positive relationship with families, parents and carers by keeping them informed about developments in their child's behaviour and by working in collaboration with them to tackle behavioural issues.

Academy Students
Students will be made aware of the following during their induction into the behaviour culture and at regular times during the academy year:

The expected standard of behaviour they should be displaying at the academy and during their learning.
That they have a responsibility as a member of our academy community to follow the behaviour policy.
The academy’s PACE values.
The importance of attending school and punctuality.
The rewards they can earn for meeting the behaviour, culture and PACE standards, and the consequences they will face if they don’t meet the standard.
The escalating behaviour policy which clearly outlines the consequences of repeatedly not meeting academy standards and expectations.
The pastoral support that is available to them to help them meet the behavioural standards. This includes but is not limited to, mentoring, report cards, PACE reflections and intervention.
Students will be supported to meet the behaviour standards and will be reminded of the expectations during each refresh assembly, academy assemblies and interactions with staff.
Students will be asked to give feedback on their experience of the behaviour culture to support the evaluation, improvement and implementation of the behaviour policy.

Extra support and induction will be provided for students who are mid-year or have missed key induction.

Rules and Ways of Being - PACE values

Mutual Respect

At the Co Op Academy Florence MacWilliams mutual respect lies at the heart of our culture. Staff are polite to students and students are polite to staff. Students will use the ‘Florence Finish’ at the end of all of their sentences which is to say ‘Sir, Miss, Mr Smith, Mrs Jones’ during interactions with adults.

For example:

Teacher: “Explain one factor that may influence the net profit of a business?”

Student: “One factor that may influence the net profit of a business would be the expenses incurred by the business, sir.”

Teacher: “Why would that be a factor?”

Student: “It would be a factor because expenses are deducted from the gross profit to arrive at the net profit figure, sir. If the expenses rise this may result in a lower net profit figure, sir.”

Teacher: “Good morning, Alice.”

Student: “Good morning, Miss.”

Behaviour as a curriculum

All students are explicitly taught, and deliberately practise, our silence, entrance, exit, transitions, toilet routines and rules during their time at the Academy. All teachers preempt any off-task behaviour in lessons, so that 100% of students are on task for every task in every lesson. Teachers insist on one voice in the classroom for instructions, explanations and discussions, and silence for reading, writing and practice. As soon as behaviours such as any slouching, daydreaming, non-tracking or distracting occurs, teachers swiftly use these pre-emptive reminders. Examples could include:

Silent non-verbal: hand signal, eye contact, facial expression, shake head, sharp pause or clicking.
Unnamed: ‘We’re tracking. Just waiting for 100%. We need one person … and 100%.’
Named: ‘David, we should be SLANTing. Thank you.’

Co-op Academy Florence MacWilliams understands that school-based education is a proving ground for life and that children make mistakes. It is essential to the character development process required to be successful in life that children take responsibility for their mistakes and are supported pastorally to do so. The academy seeks to communicate regularly the standards of acceptable and unacceptable behaviour to students, families, parents and carers through social media, individual letters, assemblies and the curriculum.

SLANT

Neuroscience reminds us that before we can be motivated to learn what is in front of us, we must pay attention to it. Staff will use the acronym of SLANT in order to ensure total undivided attention when an adult is talking or presenting something to students.

Sit up straight

Listen carefully

Ask and answer questions/Answer ready

Never interrupt - be patient and considerate

Track the speaker

SHAPE

At Co-op Academy Florence MacWilliams we aim to empower students to overcome obstacles and we believe that every child can be knowledgeable, articulate and successful. We use SHAPE in order to ensure students are confident and clear in all of their interactions. We want to help our students become confident and respond with full sentences.

Sentences - students are taught to reply in full sentences

Hands - students are taught not to cover their face when answering questions

Articulate - students are taught to speak clearly and to avoid mumbling using their ‘performance voices’

Projection - students are taught to project their voices using their ‘university voice’ so responses are clearly audible

Eyes - students are taught to make confident and appropriate eye contact when conversing

STEPS

At Co-op Academy Florence MacWilliams we are driven by our desire to work at PACE, ensuring pride, ambition, care and excellence for self, school and city. Manners, politeness and respect are really important attributes and STEPS supports this. We’re really polite to you and you are really polite to us.

Sir/Miss - students address adults as Sir or Miss/Ms

Thank you - students and adults say “thank you” as a matter of course

Excuse me - students and adults says “excuse me” as a matter of course

Please - students and adults say “please” as a matter of course

Smile - students and adults greet one another in a polite and friendly manner as a matter of course

In light of this, all students are expected to:

Behave in an orderly and self-controlled manner.
Show respect to members of staff and each other.
Behave in a way that makes it possible for teachers to teach and all students to learn in their lessons, during educational trips and visits and online at home.
Move sensibly around the academy in a quiet professional manner.
Treat the academy buildings and property with respect.
Wear, with pride, the correct uniform at all times.
Accept sanctions by taking responsibility for action and not blaming others.
Refrain from behaving in a way that brings the academy into disrepute, including when outside in the community or online.

Teachers have a statutory power to discipline students for misbehaving outside of the academy premises. Section 89(5) of the Education and Inspections Act 2006 gives the Headteacher a specific statutory power to regulate students’ behaviour in these circumstances “to such extent as is reasonable.”

Line-ups, assemblies and transitions

At the start of each day, students line up in their homeroom groups at 8:17am for an 8:20am start in their homeroom. This allows key messages to be delivered to all students at the start of the day and to regulate the staggered and calm entry to the school building. Each transition will be orderly and we believe that calm corridors are the most effective way to ensure our students are happy and safe when in school. They are an important part of our ambition for our students to get the best possible outcomes as they ensure a minimum amount of learning time is lost through students travelling between lessons and around the school. We therefore expect our students to be sensible, single file and facing forward when travelling around our school building and students who fail to meet this expectation will have their PACE card signed. This prevents conflict, lost learning and maintains a calm, focused approach to learning. Students can always demonstrate PACE during transitions and will be expected to positively interact with staff such as saying “Good morning sir.”

Each year group has daily standing assemblies and an assembly once per week which focuses on a whole school theme. Senior and pastoral leaders, coupled with guest speakers, will deliver these over the course of an academic year. At the start of each half term, time will be dedicated to refresh assemblies in which senior staff will reiterate and explain the rationale and expectations of students at the Co-op Florence MacWilliams Academy.

Family Dining

Family Dining is a huge part of who we are at Co-op Academy Florence MacWilliams. The purpose of Family Dining is to provide a reliable and safe space in which students and staff can enjoy a hot meal together, whilst discussing the events and experiences that shape their day. This will allow us to focus on building and maintaining relationships between students and staff.

Our lunch follows a family dining model. Whilst also promoting a healthy, balanced and varied diet for all of our students, it significantly reduces food waste, in line with our ethical values. Students sit and eat together with staff.

All religious and medical dietary requirements are catered for.

Drinks Policy

Due to the high level of sugar and/or additives in fizzy/flavoured drinks (including diet or sugar free products) and the impact this can have on a student's behaviour, these items are not allowed on the Academy site. If found, they will be confiscated. Co-op Academy Florence MacWilliams encourages a water only approach to drinks and water will be available around the site to support this. Students must bring a suitable reusable bottle to refill the bottles as cups and bottles are NOT provided for them.

Chewing Gum

Co-op Academy Florence MacWilliams is a chewing gum-free site. Any student found in possession of chewing gum will be sanctioned by the Head of Year and issued a PR60.

Supporting Students with SEND

Our inclusive policy ensures all students have the opportunity to learn in a safe environment, rules and strategies are clear to avoid ambiguity. The SENDCo will ensure that students with identified SEND will have reasonable adjustments put in place which will be agreed with the parent/carer and student. This may include the following (not an exhaustive list):

Time out – there will be a designated area for each homeroom where the student can have an agreed amount of minutes as ‘time-out’ if required.
Positive reports
Uniform
Fidget/distraction toys
Student passports
Teaching assistant support
Routines
Interventions
Provision at unstructured times
Specific seating position within the classroom
Short, planned movement breaks
Ensure the students' support plan is part of the established routines in everyone of their lessons.
Nudge texts to remind students about expectations of equipment and standards.

When a student is identified as having SEND, the graduated approach will be used to assess, plan, do and then review the impact of the support being provided.

Legislation, statutory requirements and statutory guidance

This policy is based on legislation and advice from the Department for Education (DfE) on:

Behaviour in schools: advice for headteachers and school staff 2024
Searching, screening and confiscation: advice for schools 2022
The Equality Act 2010
Keeping Children Safe in Education 2023
Suspension and permanent exclusion from maintained schools, academies and student referral units in England, including student movement 2023
Use of reasonable force in schools
Supporting students with medical conditions at school
Special Educational Needs and Disability (SEND) Code of Practice
Use of reasonable force in schools - GOV.UK (www.gov.uk)
Education Act (2002), as amended by Education Act (2011)
Education and Inspections Act (2006)
School Discipline [Pupil Exclusions and Reviews] – England – Regulations (2012)
This policy complies with our funding agreement and articles of association.

Definitions

Misbehaviour is defined as:

*This is not an exhaustive list and the definition remains at the discretion of the Headteacher or their designate

Arriving late or not at all.
Being out of bounds.
Chewing gum/possessing chewing gum.
Demonstrating rudeness, disrespect, defiance or contempt to members of staff – this can be verbally or non-verbally.
Disruption in lessons, in corridors between lessons, at break, lunchtimes and anywhere which brings the name of the academy or trust into disrepute.
Eating during lesson times.
Failing a report.
Incorrect uniform, including wearing jewellery or make up. Hair must be tied back for Health and Safety.
*Hairstyles worn because of cultural, family, and social customs can be part of a student's ethnic origin and therefore fall under the protected characteristic of race.

Non-completion of classwork, coursework or homework including sloppy written work in lessons.

Not being prepared to learn including missing kit, book or equipment / devices.
Not co-operating with staff.
Not displaying the PACE values appropriately.
Not taking care of Academy equipment.
Poor punctuality to school and lessons.
Refusing to follow instructions such as SLANT.
Spitting or coughing in the vicinity of, or deliberately at another student, staff member or any other person within the academy.
Talking during assemblies and presentations etc.
Anything else that a student has previously been reminded about by a teacher.

Serious misbehaviour is defined as:

*This is not an exhaustive list and the definition remains at the discretion of the Headteacher or their designate

Bullying of any form
Arson
Bringing the academy or Co-op Trust into disrepute
Cheating including plagiarism
Disrespectful or contemptuous behaviour towards staff such as rude facial expressions, tutting, exhaling in frustration, muttering and eye rolling and not demonstrating genuine mutual respect
Extreme defiance
Failure to go to isolation
Failure to hand in all electronic devices including buds, headphones, smartwatches etc.
Fighting, assaulting, threatening or exploiting other people
Harmful sexual behaviour
Inappropriate mobile phone use, including taking videos/pictures of staff/students, distributing videos/pictures of staff/students, upskirting, bullying, spreading malicious rumours, refusal to hand items over to staff when requested etc.
Intent to engage if any behaviour described as serious misbehaviour
Joint enterprise or failing to report a breach of the Academy rules, ethos and expectations
Online sexual harassment, such as unwanted sexual comments and messages (including on social media), sharing of nude or semi-nude images and/or videos, or sharing of unwanted explicit content
Persistent attitudes or behaviour which are inconsistent with the ethos of the academy

Physical behaviour like interfering with clothes, pushing, tripping, shouting, kicking, grabbing

Possession of any prohibited items. These include:

Knives, blades, shanks, weapons or their imitations
Alcohol
Possession of any drug or herbal medication that has not been consented to by the academy
Stolen items or property acquired
Tobacco and cigarette papers, cigarettes or vapes
Fireworks or explosive material
Pornographic images or recordings
Any article a staff member reasonably suspects has been, or is likely to be, used to commit an offence, or to cause personal injury to, or damage to the property of, any person (including the student)

Racist, sexist, homophobic or discriminatory behaviour
Recording staff or members of the Academy without permission or consent. This includes covert recording devices as well as all other forms of technology.
Repeated breaches of the academy rules or persistent low-level disruption that affects learning
Selling items not permitted in academy such as fizzy drinks, sweets, cigarettes.
Sexual comments
Sexual harassment, meaning unwanted conduct of a sexual nature, such as:

Sexual jokes or taunting
Sexual violence, such as rape, assault by penetration, or sexual assault (intentional sexual touching without consent)

Smoking or vaping on site or in the community whilst wearing an academy uniform or being identifiable as an Academy student
Swearing at/to/about a member of the Academy community – verbally, gesturing or in writing
Theft
Truancy
Vandalism, damage, graffiti or theft

Bullying

Bullying is defined as the repetitive, intentional harming of a person or group by another person or group, where the relationship involves an imbalance of power.

Bullying is, therefore:

Deliberately hurtful
Repeated, often over a period of time
Difficult to defend against

Bullying can include:

TYPE OF BULLYING	DEFINITION
Emotional	Being unfriendly, excluding, tormenting
Physical	Hitting, kicking, pushing, unwanted contact, taking another’s belongings, any use of violence
Prejudice-based and discriminatory, including: • Racial • Faith-based • Gendered (sexist) • Homophobic/biphobic • Transphobic • Disability-based Any other protected characteristic	Taunts, gestures, graffiti or physical abuse focused on a particular characteristic (e.g. gender, race, sexuality)
Sexual	Explicit sexual remarks, display of sexual material, sexual gestures, unwanted physical attention, comments about sexual reputation or performance, or inappropriate touching
Direct or indirect verbal	Name-calling, sarcasm, spreading rumours, teasing
Cyber-bullying	Bullying that takes place online, such as through social networking sites, messaging apps or gaming sites

Details of Co-op Academy Florence MacWilliams’ approach to preventing and addressing bullying are set out in our anti-bullying strategy which can be found on our website for more information.

We are committed to providing a caring, friendly and safe environment for all our students so they can learn in a relaxed and secure atmosphere. Bullying and harassment of any kind is unacceptable at our school, whether it is in the school or in off-site activities. If bullying or harassment does occur, all students should be able to tell and know that incidents will be dealt with promptly and effectively. This means that anyone who knows that bullying or harassment is happening is expected to tell the staff.

All members of the Academy Trust, staff, students and parents should have an understanding of what bullying/ harassment is and what the academy’s procedures are for responding to bullying/harassment.

As an academy we take bullying and harassment seriously. Students, staff and parents and anyone associated with the academy should be assured that we do not tolerate bullying/harassment and that they will be supported when such behaviour is reported.

Mobile phones and Electronic Devices

Co-op Academy Florence MacWilliams does not accept any responsibility or liability for the loss, damage, theft, or breakage of mobile phones, electronic devices, or any other electronic items brought onto the academy premises. Students who choose to bring such items into the Academy do so at their own risk.

Students are not allowed to have mobile phones or electronic devices on their person during the school day. All mobile phones and electronic devices must be turned off and handed in when you are on the Academy site or when directed by Academy staff. Co-op Academy Florence MacWilliams will provide a secure storage system for these devices.

Students found using mobile phones or electronic devices or electronic devices (including pen cameras) that are not for educational purposes will have their phone or electronic device (including headphones, earbuds etc) confiscated. This includes the use of a second phone or a ‘burner’ phone.

If parents have an emergency and need to contact their child, then they should do this by phoning or emailing the school reception. The school is then responsible for passing the message to the student. Similarly, if a student needs to contact home, then they can do so by going to reception before school, during morning break, lunchtime or after school.
Students are not permitted, unless directed to by a teacher, to use their mobile phone or electronic device in the academy building or on academy grounds.
At no point should a student ever take a picture of a member of staff. This is likely to result in serious sanctions, including suspension and, in severe cases, permanent exclusion.
Any mobile phones or electronic devices that have failed to be handed in will be confiscated and a meeting will be arranged with the parent/carer to discuss the matter.
All confiscated mobile phones or electronic devices should be sent immediately to reception.
If a student refuses to hand mobile phones or electronic devices over then the student may be isolated. Parents should be notified and called into the Academy. The phone still has to be confiscated.
If a student persistently refuses to comply they may be suspended.
If a student has been suspended over mobile phones or electronic devices use/a persistent refusal to comply with our policy the student still has to hand the mobile phones or electronic devices over to the school following serving a suspension.

It is the parent’s/carer's responsibility to manage the content and communication on your child’s social media accounts. It is the parent’s/carer’s responsibility to check the age requirements for each app and ensure that these legal age restrictions are followed. It is not the responsibility of the academy to police social media or intervene in disputes. In some circumstances, in line with our behaviour policy, the Academy may consider this as an Academy behaviour issue.

Responding to behaviour

Classroom management

Staff at Co-op Academy Florence MacWilliams are responsible for setting the climate and context for positive behaviour within the academy.

They will endeavour to ensure the following:

Create and maintain a stimulating environment that encourages student’s engagement.
Display the academy behaviour expectations in their classrooms
Develop a positive relationship with students, which may include:

Greeting students at the door prior to entry.
Focus on a suitable ‘Do Now’.
Utilise an appropriate seating plan.
Establish clear routines and ensure that these are highlighted in exercise books.
Communicating expectations of behaviour in a wide range of ways.
Reinforcing and promoting good behaviour.
Implement the academy’s approach for dealing with low-level disruption.
Use positive reinforcement.
No opt out strategies.
Cold call for responses.
Making positive phone calls home each work to those who are embodying the academy ethos
Offering an appreciation to those who embody the academy ethos
Awarding a Star of the Lesson and a Character of each lesson taught

Safeguarding

The academy recognises that changes in behaviour may be an indicator that a student is in need of help or protection. We will consider whether a student’s misbehaviour may be linked to them suffering, or being likely to suffer, significant harm.

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 safeguarding policy which can be found on our website for more information.

Responding to positive behaviour and meeting Academy standards and ethos

When a student’s behaviour meets or goes above and beyond the expected behaviour standard, staff will recognise it with positive recognition and reward. This provides an opportunity for all staff to reinforce the academy’s culture and ethos.

Positive reinforcements and rewards will be applied clearly and fairly to reinforce the routines, expectations and codify social norms of the academy’s behaviour culture.

Positive behaviour will be rewarded with:

Public praise and recognition from staff and peers.
Merits being awarded on Arbor.
Staff awarding a ‘Star of the Lesson’ for reasons such as embodying the Academy ethos of PACE, showing excellent levels of effort, overcoming difficulty, excellent academic progress or achievement and presentation of work.
Staff making ‘positive phone calls’ home to families, parents, and carers each week.
Praise postcards being sent home to families, parents, and carers each week.
Being invited for hot chocolate with the Headteacher for embodying the Academy ethos or going above and beyond Academy expectations.
‘Stars of the Week’ as nominated by staff to receive a certificate, personal phone call home from the Headteacher and being acknowledged in the weekly newsletter.
Praise and appreciation during assemblies and family dining.
Receiving subject awards from your class teacher for excellent effort, commitment, progress and achievement in subject specialisms.
Invitation to our annual commendation evening.
Merits earning milestone badges of stars, bronze cup, silver cup, gold cup, half colours and full colours as students’ progress through the seven years of education at Co-op Florence MacWilliams.
Opportunities to represent the Academy to external guests and visitors.
A chance to redeem merits in the Academy Rewards catalogue

Badge	Merits
1x Star	250
2x Star	750
3x Star	1250
Bronze Cup	2500
Silver Cup	5000
Gold Cup	7500
Half Colours	10000
Full Colours	12500

A group of awards with different colors

Description automatically generated with medium confidence

Responding to negative behaviour and failing to meet Academy standards and ethos

When a student’s behaviour falls below the standard that can reasonably be expected of them, staff will respond in order to restore a calm and safe learning environment, and to prevent recurrence of misbehaviour.

Staff will endeavour to create a predictable environment by always challenging behaviour that falls short of the standards, and by responding in a consistent, fair and proportionate manner, so students know with certainty that misbehaviour will always be addressed.

De-escalation techniques will be used to help prevent further behaviour issues arising, such as the use of pre-arranged scripts / schema and phrases that are taught to all new staff on induction.

All students will be treated equitably under the policy, with any factors that contributed to the behavioural incident identified and taken into account. Reasonable adjustments may be made for those with additional needs and aggravating and mitigating factors will always be considered.

When assigning Pace Reflections (PR), staff will also consider what support could be offered to a student to help them to meet behaviour standards in the future. This may include making a pastoral/PACE referral which would then be assigned to our senior leadership and pastoral team to action, depending upon the area of identified need.

In addition to the sanctions laid out below, resolutions may include:

Pastoral/PACE referrals
Setting of written tasks such as an account of their behaviour linked to the values they have broken
Expecting work to be completed at home, or at break or lunchtime
Loss of privileges or liberties
Academy-based community service, such as tidying a classroom or yard area
Public apology allowing the child to make amends for damaging the academy culture
Change of teaching or tutor group
Sanctions that the Headteacher or their designate feel are suitable, reasonable, proportionate and relevant
Warning letters from the Head of Year; Deputy Headteacher or Headteacher
Signing of a non-confrontational agreement for issues between peers

Personal circumstances of the student will be taken into account when determining sanctions and decisions, but with regard to the impact on the high expectations required from the ethos of the Academy.

Behaviour that fails to meet academy standards and ethos in lessons/revision sessions/assemblies

Behaviour systems can be supported by using hand raising and SLANTing. If students are talking off task, not fully engaged in work, fiddling with equipment when told not to or refuse to follow any ‘reasonable request’ to behave appropriately, there is a four-stage system:

Prior to the issuing of any stage, staff are trained to consistently use pre-emptive strategies to prevent misbehaviour occurring at all:

Silent non-verbal: hand signal, eye contact, facial expression, shake head or a sharp pause.

Unnamed: ‘We’re tracking. Just checking for 100%. We need one person … and 100%.’

Named: ‘Thomas, eyes on me.’

Stage One – This is a verbal indication that the student is at this stage and needs to address their behaviour. Their PACE card is signed by the member of staff to support conversations at home and the member of staff will use the coding system within the PACE card to identify the misbehaviour. Guidance and support is offered to the student to help rectify the identified issue.
Stage Two – At this point, the student has not responded to the support offered at Stage One and is therefore issued with a PR15 which will be recorded on Arbor. This will result in the student completing a 15 minute PACE reflection at lunch or 15 minutes after school on the same day. The member of staff will take more significant action to help support the student get back on track such as moving groups/tables for that lesson or removing equipment.
Stage Three – If misbehaviour persists, the student is issued with a PR30 which will be recorded on Arbor, with a phone-call home made to parents/carers. A Stage 3 may be issued for an accumulation of low level disruptive behaviours e.g. Stage 1 not SLANTing; Stage 2 not listening and then Stage 3 for not following instructions. A member of the Pastoral Team or Senior Leadership Team will visit the lesson to observe the student’s behaviour and offer support/intervention as required. If a child is issued with a Stage 3, they still need to attend the next available PACE reflection session (lunchtime) to minimise the likelihood of continued disruption in later lessons.
Stage Four – If a student has progressed through all of the stages and cannot remain in the lesson, or behaves in an extreme manner (swearing, violence, racism, homophobia etc.) they will be issued a Stage Four and PR60 – they will be removed from the lesson to the year group reflection room or isolation area for a minimum of the remainder of that lesson. A phone call home will be made by the class teacher with support from the student’s Head of Year.

There will be instances where staff may issue a stage without previously having issued a stage 1 or a 2. E.g. if a student were to be stood up and out of their seat without permission, a student were to not follow the expectations of the assessment point or test, if a student were to be rude to another student or a member of staff.

Aggravating and mitigating circumstances will always be considered when making decisions.

Stages may be issued for (please note this is not an exhaustive list):

Talking when the student should be listening to others or working independently
Turning around in lesson i.e. not tracking the teacher, board, work or anything else as directed by the teacher
Lack of focus in lesson
Talking during lessons when silence or focus is expected
Being off task or distracted from the set work
Not fully engaging with the learning activity or instructions
Fiddling with equipment or materials when instructed not to
Refusing to follow any reasonable request to behave appropriately
Failing to demonstrate SLANT, ignoring SHAPE expectations, or not using STEPS
Failure to have full equipment
Failure to display Academy values
Persistent disruption of the learning environment
Failure to respond to corrective feedback or warnings
Displaying defiant behaviour toward staff instructions
Extreme behaviours such as:

Swearing or using inappropriate language
Significant disruption to the lesson or others’ learning
Dangerous behaviours risking self or others
Severe defiance or refusal to comply with staff

PACE cards

Every student will be issued with a PACE card at the beginning of each half term. Students must have these cards on their person at all times during the academy day or when engaging in academy activities.

Each ‘PACE card’ will have 15 boxes for signatures. If a student receives a full ‘PACE card’ then they will be issued with a PR60 with a phone call home made to the parents/carers by the pastoral team. The student will then be issued with a second ‘PACE card’ for that half term. If a student receives a second full PACE card they will be issued with a PR120 with a meeting arranged in person with parents/carers by the pastoral team.

If a student forgets to bring their PACE Card to school, they will be issued with a PR15 for lack of organisation. This is the only sanction they will receive in the first instance. If they are then asked for their PACE card at any time that day then they are issued with a PR60. If a student at any time loses, damages, graffitis, or rips their PACE card then they will be issued with a PR60 with a phone call home made to the parents/carers by the pastoral team. If a student is unable to present their PACE card when requested by a member of staff outside of lessons then they will be issued with a PR15 until the matter can be resolved.

Any student who has an empty ‘PACE card’ by the end of each half term will be rewarded with 50 merits that can be redeemed in the Academy Rewards Shop.

Behaviour that fails to meet academy standards and ethos during transition/line up, on the Academy grounds and outside of the classroom

All normal behaviour expectations apply and students may have their ‘PACE card’ signed by a member of staff. Students may also be issued a PR30 or PR60 depending upon the incident.

This is not an exhaustive list and the definition remains at the discretion of the Headteacher.

Not lining up correctly or not being prepared to transition
Talking during line up or transition
Not following instructions
Disruption in the corridors, between lessons or during transition
Arriving late to lesson
Deliberately delaying your arrival to lesson
Not following instructions from staff
Arguing about the issuing of a sanction

Line Ups

At various points of the day, students will be required to line up in their allocated groups. The purpose of this activity is to provide a dedicated time slot to allow students to refocus themselves and ensure they are ready to learn. It will be signified to the students that they have 10 seconds to get lined up into their correct group line. Notification from a staff member will indicate the point at which students should be lined up, after which any student not in line or not in silence will have their PACE Card signed.

Transition: Sensible and Purposeful

All students must be sensible and move purposefully when travelling around our academy building. This applies to all movement when travelling between lessons or to and from social time areas. Furthermore, to ensure the safety and efficiency of our students, we expect everybody to walk on the left and in single file. Students who fail to meet this expectation will have their PACE Card signed.

Chewing Gum

Co-op Academy Florence MacWilliams is a chewing gum-free site. Any student found in possession of chewing gum will be dealt with by the Head of Year and issued a PR60.

Equipment and Essential Items - ‘Florence Five’

Students will receive demerits if they are not fully equipped for learning everyday. Every morning it is the responsibility of the tutor to check equipment and essential items. Students are expected to bring the following equipment to the Academy every day:

Clear pencil case (to adhere to JCQ exam regulations) containing:

2 x black biro pens
1 x purple pen
1 x pencil and pencil sharpener
1 x eraser/rubber
1 x ruler
1 x black whiteboard pen

Casio Classwiz Scientific calculator
Reading book
Fully charged Chromebook, including in-ear, wired headphones
Academy Student Planner

All equipment to be stored in the grey school bag provided .

If a student forgets any of the above equipment, they will receive a demerit for each missing item. This will be recorded on Arbor by the tutor. A phone call will be made by the Head of Year, if a student has items missing. Students will have an opportunity to purchase equipment from the Academy Rewards Shop, hosted by the Head of Year on the yard each morning, if they are missing equipment and essential items.

It is our belief that no student should enter a classroom without being fully equipped for learning. Therefore, the student will be allowed to borrow equipment for the day.

Procedure

All Pace Reflections (PR) at Co-op Academy Florence MacWilliams are centralised within year groups.

Issuing and recording the Pace Reflection (PR) is the responsibility of the teacher, tutor, or staff member.

Pace Reflections (PR) are issued in line with the behaviour incident that has taken place considering context, impact and factors that may aggravate or mitigate.
Students will go to the Pace Reflection (PR) in their year group Pace Reflection (PR) room.
During their Pace Reflection (PR), the teacher where reasonably practicable and appropriate should come into the Pace Reflection (PR) to talk to the students and go through their reflections in preparation for a fresh start.
All students should complete the appropriate PACE reflection booklet during their PACE reflection. This encourages them to reflect on their behaviour and identify the consequences of this for themselves and for the people around them.
If a student fails to attend their Pace Reflection (PR), further actions will be taken by the pastoral and senior leadership team.
It is the responsibility of the parent/carer to review and check Arbor including InApp messages or other correspondence from staff.

Pace Reflection (PR)s are either 15 minutes at lunchtime or for up to one hour after school on Monday - Thursday. Pace Reflection (PR)s on Fridays, run by SLT, may be issued for up to 2 hours.

60 - 120 minute ‘SLT Pace Reflection (PR)s’ can also be issued to students as a consequence of other behaviours. This will be decided by the Senior Leadership Team.

The Academy tracks and monitors patterns of behaviour through Arbor.

Under the 2011 Education Act there is no legal requirement to seek parents’ agreement or to give parents notice before keeping students after school. However, the school will endeavour to give parents notice of reflection through the Arbor app. This is to inform parents of where their child is expected to be, and to allow parents an opportunity to make alternative arrangements if required. The school is under no obligation to rearrange reflections out of convenience to a parent or child. The exception to this is a medical appointment (evidence provided in advance) or a pre-established reason authorised in advance by the Senior Leadership Team.

Behaviour that fails to meet academy standards and ethos outside of the Academy

Sanctions may be applied where a student has misbehaved off-site when representing the academy or can be clearly identified as being a member of our academy and Trust. This means misbehaviour when the student is:

Taking part in any academy-organised or academy-related activity (e.g. trips or residentials etc)
Travelling to or from the academy
Wearing academy uniform
In any other way identifiable as a student of our academy or Trust

Any student who does not follow the academy ethos outside the academy hours, whilst in their academy uniform, or can be clearly identified can have an appropriate sanction put into place. Students are expected to report incidents promptly and avoid behaviour which escalates or encourages conflict, including filming or spectating.

Negative behaviour and failing to meet academy standards and ethos outside of the academy may also include anything that could at any time:

Have repercussions for the orderly running of the academy;
Poses a threat to another student or member of the public;
Adversely affect the reputation of the academy or Trust.

Negative behaviour and failing to meet Academy standards and ethos online

The academy can issue sanctions to students for online misbehaviour when:

It poses a threat or causes harm to another student
It could have repercussions for the orderly running of the academy
It adversely affects the reputation of the academy or Trust
The student is identifiable as a member of the academy or Trust

Academy Pace Reflection (PR)s

The Academy will always endeavour to speak to families, parents, and carers but it is the responsibility of the families, parents and carers to actively engage with Arbor and keep track of their child’s Pace Reflections (PR) and behaviour.

Loss of breaktime or lunch time (PR15)
PR30 for negative behaviour and failing to meet academy standards and ethos in lessons/revision sessions/assemblies
PR60 for negative behaviour and failing to meet academy standards and ethos in lessons/revision sessions/assemblies
PR120 for negative behaviour and failing to meet academy standards and ethos as deemed by the Head of Year or SLT.

Isolation

The Isolation Room is an alternative to suspensions and seeks to rehabilitate students so that they can return to lessons without continuing their poor behaviour. In this area students are expected to work in silence unless they are completing reflection or intervention with the Isolation Lead. A student can be placed here between 1-5 days, but this could be extended depending on the severity of the situation.

Students in isolation will remain in isolation until 4pm each day.

Parents/carers must be notified, as soon as possible, if a student is placed in Isolation.

Only members of SLT/HoY may choose to place students in the Isolation and is a solution to reduce suspensions. If a Stage 4 is issued during a lesson, this will also result in a referral to Isolation.

On occasion, students may attend other isolation establishments in local schools, and we may also host students from these academies. This is known as an ‘offsite direction’.

Students will be provided with suitably accessible but challenging work. This will include a restorative booklet based upon their behaviour, pastoral focused work, 1:1 conversations with pastoral leaders, Steps to Excellence revision and reading. It is the responsibility of the Pastoral Team to telephone parents/carers to inform them of their child’s placement in Isolation.

Reasonable adjustments are made to ensure that every student’s needs are being met.

Off-site directions

As an alternative to suspensions the Academy may direct a student to attend another school within Stoke-on-Trent to attend their isolation room. An off-site direction is a short-term temporary support in another mainstream school. Students will usually be expected to attend from 09:30 - 14:30 on each day. They will need to attend in Academy Business Dress with their full equipment. Students will be expected to complete Sparx maths, Sparx Science, Lexia, Steps to Excellence, reading their current English text and any additional work set by the Academy.

Transport to the alternative education setting remains the responsibility of the parent/carer.

Parents/carers must be notified, as soon as possible, if a student receives an Off Site Direction.

Alternative Provision

If the academy believes alternative provision needs to be offered to support the student, this can be arranged using the links the academy has with other providers.

Any use of an alternative provision will be based on an understanding of the support a child or young person needs in order to improve their behaviour as well as any SEND or health needs. Off-site direction may only be used as a way to improve future behaviour.

All alternative provisions will be vetted by the academy in order to ensure its suitability for the student. Fortnightly reviews will take place to ensure that any alternative provision is a suitable and safe environment for the student and if at any point it is deemed that it is not, the placement will be terminated immediately.

Managed Moves

Managed moves will be sought usually as a means to avoid a permanent exclusion, however there are a number of other reasons such as attendance or social issues that may make a managed move necessary. Typically, a student that is struggling to regulate their behaviour at school will be provided with a number of supportive systems. This can culminate in the student being referred to the Alternative Provision, where they will spend up to twelve weeks working with specially trained staff and external professionals to help give them strategies and skills to assist with their transition back into mainstream.

A managed move may be required to give the student a fresh start in a different mainstream school. The student will be dual-registered so remains on academy roll until the managed move is either passed or failed. Both schools involved will set behaviour and attendance targets, and these are reviewed at six and twelve weeks. Upon successful completion of this, the student is removed from the academy roll and will be a permanent student of the new school.

Suspension and permanent exclusions

The academy can use suspension and permanent exclusion in response to serious incidents or in response to persistent poor behaviour, which has not improved following normal sanctions and interventions.

The decision to suspend or exclude will be made by the headteacher as a last resort. Please refer to our Suspensions and Permanent Exclusion Policy for more information.

Following a suspension or a student’s return from Alternative Provision, a full reintegration will be completed:

Initial meeting with the student and their family, parent or carer. This must take place before the student returns to any lessons. The process of this meeting is to reaffirm the Academy expectations and ethos. This is a further opportunity for the student to identify any concerns that the academy may be able to offer support with.
Support required or suggested will be identified and time bound.
The student will be placed on a positive report card.
A review will be conducted in two weeks after the initial meeting with the student and family, parent or carer.
A final review meeting will be held six weeks after the initial meeting with the student and family, parent or carer.

When establishing the facts in relation to a permanent exclusion, the Headteacher must apply the civil standard of proof, i.e. on the ‘balance of probabilities’, rather than the criminal standard of ‘beyond reasonable doubt’.

This ultimate sanction will be used on the rare occasions when:

There is a single incident deemed by the Headteacher in consultation with the Co-op Academies Trust to be too serious for the student to remain in the Academy.
A student’s behaviour and actions endanger the health, safety and welfare of the Academy’s staff and students.
Every other sanction and method of support has failed, and the student’s behaviour and attitude has broken down beyond redemption over a period of not less than 6 months (persistent disruptive behaviour).

Examples of incidents where permanent exclusion will be used:

Possession of, dealing in or intent to deal in drugs/illegal substances (in cases where drugs/illegal substances are not found, the recommendation for permanent exclusion will still stand if the findings from the investigation provide strong evidence that there has been a breach of the Academy’s Positive Behaviour Policy).
Physical abuse to a student or member of staff.
any action(s) that in the opinion of the Headteacher may endanger students or staff as they go about the business of education.
Serious actual or threatened violence against another student, member of staff or other adult.
Possession of, use of or intention to use an offensive weapon (this includes items adopted, made or replicated to cause harm, imitation or otherwise) or any object which could cause harm to another student or member of staff. This excludes recognised items carried for religious reasons at the discretion of the Headteacher and the Co-op Academies Trust.
Arson.
Sexual Assault.

The final decision to permanently exclude is made by the Headteacher.

Suspected criminal behaviour and dealing with the police

If a student is suspected of criminal behaviour, the academy will make an initial assessment of whether to report the incident to the police. When establishing the facts, the academy will endeavour to preserve any relevant evidence to hand over to the police.

If a decision is made to report the matter to the police, the appropriate senior leader will make the report. The academy will not interfere with any police action taken. However, the academy may continue to follow its own investigation procedure and enforce sanctions, as long as it does not conflict with police action.

If a report to the police is made, the designated safeguarding lead (DSL) will make a tandem report to children’s social care, if appropriate.

Co-op Academy Florence MacWilliams has a close working partnership with the Police. As part of our cooperation with them:

We will provide them with information when requested. This is on condition that a badge number and name is provided and the understanding that we will inform parents/carers.

They will come in to see students (in the presence of Academy staff) if we request them to do so.
They will keep Co-op Academy Florence MacWilliams informed about investigations involving our students.
They will support the academy with assemblies and other workshops,
In extremely rare cases the academy may need support to deal with incidents relating to the carrying of weapons or possession of/dealing in drugs.
It is good practice to contact the Police for all weapon/drugs related incidents that lead to permanent exclusions.
Engage with Operation Encompass.

A senior member of staff will be the Police Liaison in any investigation.

Zero-tolerance approach to sexual harassment and sexual violence

The academy will ensure that all incidents of sexual harassment and/or violence are met with a suitable response, and never ignored. Students are encouraged to report anything that makes them uncomfortable, no matter how ‘small’ they feel it might be.

The academy’s response will be:

Proportionate
Considered
Supportive
Decided on a case-by-case basis

The academy has procedures in place to respond to any allegations or concerns regarding a child’s safety or wellbeing. These include clear processes for:

Responding to a report
Carrying out risk assessments, where appropriate, to help determine whether to:

Manage the incident internally
Refer to early help
Refer to children’s social care
Report to the police

Please refer to our safeguarding policy which can be found on our website for more information.

Malicious allegations

Where a student makes an allegation against a member of staff and that allegation is shown to have been deliberately invented or malicious, the academy will consider whether to discipline the student in accordance with this policy.

Where a student makes an allegation of sexual violence or sexual harassment against another student and that allegation is shown to have been deliberately invented or malicious, the academy will again consider whether to discipline the student in accordance with this policy.

In all cases where an allegation is determined to be unsubstantiated, unfounded, false or malicious, the academy (in collaboration with the local authority designated officer ((LADO), where relevant) will consider whether the student who made the allegation is in need of help, or the allegation may have been a cry for help. If so, a referral to children’s social care may be appropriate.

The academy will also consider the pastoral needs of staff and students accused of misconduct. Please refer to our safeguarding policy.

Use of Reasonable Force

Use of reasonable force in schools - GOV.UK (www.gov.uk)

For more information read our ‘Positive Handling Policy’.

Reasonable force covers a range of interventions that involve physical contact with students. All members of staff have a duty to use reasonable force, in the following circumstances, to prevent a student from:

Causing disorder
Hurting themselves or others
Damaging property
Committing an offence

Incidents of reasonable force must:

Always be used as a last resort
Be applied using the minimum amount of force and for the minimum amount of time possible
Be used in a way that maintains the safety and dignity of all concerned
Never be used as a form of punishment
Be recorded and reported to parents

When considering using reasonable force, staff should, in considering the risks, carefully recognise any specific vulnerabilities of the student, including SEND, mental health needs or medical conditions.

It is not illegal to touch a student. There are occasions when physical contact, other than reasonable force, with a student is proper and necessary.

As per the DfE Guidance on ‘Use of Reasonable Force’, examples of where touching a student might be proper or necessary:

Holding the hand of the child at the front/back of the line when going to assembly or when walking together around the school;
When comforting a distressed student;
When a student is being congratulated or praised;
To demonstrate how to use a musical instrument;
To demonstrate exercises or techniques during PE lessons or sports coaching; and
To give first aid.

Confiscation, searches, screening

The Headteacher has statutory power to search student possessions if there are reasonable grounds to suspect that they 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). Searching, screening and confiscation is conducted in line with the DfE’s latest guidance on searching, screening and confiscation.

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 or items that can be used as weapons
alcohol
illegal drugs
stolen items
tobacco and cigarette papers
cigarettes
E-cigarettes or vapes
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

Confiscation

Any prohibited items found in a student’s possession as a result of a search will be confiscated. These items may not be returned to the student.

We will also confiscate any item that is harmful or detrimental to academy discipline. These items will be returned to students after discussion with senior leaders and parents, if appropriate. There may be occasions where items can only be returned to a parent, particularly if it is not the first confiscation.

Searching a student

Wherever possible, searches will only be carried out by two members of staff who have been authorised to do so by the Headteacher or their designate.

Subject to the exception below, the authorised member of staff carrying out the search will be of the same sex as the student, and there will be another member of staff present as a witness to the search.

An authorised member of staff of a different sex to the student can carry out a search without another member of staff as a witness if:

The authorised member of staff carrying out the search reasonably believes there is risk that serious harm will be caused to a person if the search is not carried out as a matter of urgency; and
In the time available, it is not reasonably practicable for the search to be carried out by a member of staff who is the same sex as the student; or
It is not reasonably practicable for the search to be carried out in the presence of another member of staff;
When an authorised member of staff conducts a search without a witness they should report this to another member of staff, and ensure a written record of the search is kept.

If the authorised member of staff considers a search to be necessary, but is not required urgently, they will seek the advice of the Headteacher, designated safeguarding lead (or Deputy Headteacher) or pastoral member of staff who may have more information about the student. During this time the student will be supervised and kept away from other students.

A search can be carried out if the authorised member of staff has reasonable grounds for suspecting that the student is in possession of a prohibited item or any item identified in the academy rules for which a search can be made, or if the student has agreed.

An appropriate location for the search will be found. Where possible, this will be away from other students. The search will only take place where the member of staff has lawful control or charge of the student, for example on an academy trip.

Before carrying out a search the authorised member of staff will:

Assess whether there is an urgent need for a search.
Assess whether not doing the search would put other students or staff at risk.
Consider whether the search would pose a safeguarding risk to the student.
Explain to the student why they are being searched.
Explain to the student what a search entails – e.g. I will ask you to turn out your pockets and open your bag.
Explain how and where the search will be carried out.
Give the student the opportunity to ask questions.
Seek cooperation.

If the student refuses to agree to a search, the member of staff will give an appropriate behaviour sanction. If they still refuse to cooperate, the member of staff will contact the Headteacher/designated safeguarding lead or pastoral lead, to try and determine why the student is refusing to comply. The authorised member of staff will then decide whether to use reasonable force to search the student. This decision will be made on a case-by-case basis, taking into consideration whether conducting the search will prevent the student harming themselves or others, damaging property or from causing disorder.

The authorised member of staff can use reasonable force to search for any prohibited items, but not to search for items that are only identified in the academy rules. The authorised member of staff may use a metal detector to assist with the search.

An authorised member of staff may also search a student’s outer clothing, pockets, possessions, desks or lockers.

Outer clothing includes:

Any item of clothing that is not worn immediately over a garment that is being worn wholly next to the skin or being worn as underwear (e.g. a jumper or jacket being worn over a t-shirt)
Hats, scarves, gloves, shoes, boots

Searching students’ possessions

Possessions means any items that the student has or appears to have control of, including:

Desks
Lockers
Bags

A student’s possessions can be searched for any item if the student agrees to the search. If the student does not agree to the search, staff can still carry out a search for prohibited items and items identified in the academy rules.

An authorised member of staff can search a student’s possessions when the student and another member of staff are present.

If there is a serious risk of harm if the search is not conducted immediately, or it is not reasonably practicable to summon another member of staff, the search can be carried out by a single authorised member of staff.

Informing the designated safeguarding lead (DSL)

The staff member who carried out the search should inform the DSL without delay:

Of any incidents where the member of staff had reasonable grounds to suspect a student was in possession of a prohibited item

If they believe that a search has revealed a safeguarding risk

All searches for prohibited items, including incidents where no items were found, will be recorded in the academy’s safeguarding system.

Informing parents

Parents will always be informed of any search for a prohibited item. A member of staff will tell the parents as soon as is reasonably practicable:

What happened
What was found, if anything
What has been confiscated, if anything
What action the academy has taken, including any sanctions that have been applied to their child, including escalation to the police or other agency.

Screening

If a student refuses to be screened, the academy 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.

Support after a search

Irrespective of whether any items are found as the result of any search, the academy will consider whether the student may be suffering or likely to suffer harm and whether any specific support is needed (due to the reasons for the search, the search itself, or the outcome of the search).

If this is the case, staff will follow the academy’s safeguarding policy and speak to the designated safeguarding lead (DSL). The DSL will consider if pastoral support, an early help intervention or a referral to children’s social care is appropriate.

Responding to misbehaviour from Students with SEND

Recognising the impact of SEND on behaviour

The academy recognises that students’ behaviour may be impacted by a special educational need or disability (SEND).

When incidents of misbehaviour arise, we will consider them in relation to a student’s SEND, although we recognise that not every incident of misbehaviour will be connected to their SEND and will continue to have the highest expectation of all students. Decisions on whether a student’s SEND has had an impact on an incident of misbehaviour will be made on a case-by-case basis and following careful review.

When dealing with misbehaviour from students with SEND, especially where their SEND affects their behaviour, the academy will balance its legal duty to enforce the behaviour policy with the needs of the individual and any other children disrupted.

The legal duties include:

Taking reasonable steps to avoid causing any substantial disadvantage to a disabled student caused by the academy’s policies or practices (Equality Act 2010)
Using our best endeavours to meet the needs of students with SEND (Children and Families Act 2014)
If a student has an education, health and care (EHC) plan, the provisions set out in that plan will be considered alongside application of the behaviour policy.

As part of meeting these duties, the academy will anticipate possible triggers for misbehaviour and attempt to prevent these from happening.

Any proactive measures will consider the requirements of the student concerned and may include the following:

Adjusting seating plans to allow a student with visual or hearing impairment to sit in sight of the teacher
Training for staff in understanding conditions such as autism
Use of teaching assistants to provide additional support.
Anticipation of potential triggers and consideration of strategies to limit or reduce them

Considering whether a student may have unidentified SEND

The academy’s special educational needs co-ordinator (SENDCo) may evaluate a student who exhibits challenging behaviour to determine whether they have any underlying needs that are not currently being met.

Where necessary, support and advice will also be sought from specialist teachers, an educational psychologist, medical practitioners and/or others, to identify or support specific needs.

When acute needs are identified in a student , we will liaise with external agencies and plan support programmes for that child. We will work with parents to create the plan and review it on a regular basis.

Students with an education, health and care (EHC) plan

The academy will cooperate with the local authority and other bodies to meet the provision set out in EHC plans.

If the academy has a concern about the behaviour of a student with an EHC plan, it will make contact with the local authority to discuss the issue. If appropriate, the academy may request an emergency review of the EHC plan.

Supporting student following a sanction

Following a sanction, the academy will consider strategies to help students to understand how to improve their behaviour and meet the expectations of the academy.

These could include:

Refresher on the Academy values and ethos
PACE Reflection booklet
Daily check ins with the Head of Year
Mentoring
Report card
Regular meetings
Positive reinforcement through praise and recognition
Referrals to external agencies

Student transition - Inducting incoming student

The academy will support incoming student to meet behaviour standards by offering an induction process to familiarise them with the behaviour policy and the wider academy culture. Each year group has daily standing assemblies and an assembly once per week which focuses on a whole school theme. Senior and pastoral leaders, coupled with guest speakers, will deliver these over the course of an academic year. At the start of each half term, time will be dedicated to refresh assemblies in which senior staff will reiterate and explain the rationale and expectations of students at the Co-op Florence MacWilliams Academy.

Extensive work is undertaken with primary schools to ensure that strategies are in place to support students when they arrive from Y6.

Training

Staff training occurs weekly, this allows extremely responsive intervention and support for staff. Staff will engage with resources, research and best practice from colleagues, the Academy Trust, leading academics, ResearchEd, DfE guidance and Local Authority guidance. If a more bespoke training package is required, then the Academy will organise this to take place.

Monitoring arrangements

The academy will collect data on the following:

Behaviour incidents, including removal from the classroom
Merits and Demerits in lessons
Attendance, permanent exclusion and suspension
Use of student support units, off-site directions and managed moves
Incidents of searching, screening and confiscation
Incidents of bullying or sexual abuse
Anonymous surveys for staff, students, LAC, trustees and other stakeholders on their perceptions and experiences of the academy behaviour culture

The data will be analysed and used to support Academy self-evaluation.

The Academy will use the results of this analysis to make sure it is meeting its duties under the Equality Act 2010. If any trends or disparities between groups of student are identified by this analysis, the academy will review its policies to tackle it.

Child-on-Child Abuse

Sexual violence and sexual harassment are never acceptable and will not be tolerated. The Trust will act swiftly in response to instances of alleged child-on-child abuse and will follow its safeguarding policy, Keeping Children Safe statutory guidance and the DfE guidance on sexual violence and harassment between children. Risk assessments will be carried out and measures put in place while investigations into any reports continue. Support will be provided to the reported victim and abuser. The outcome of the investigation may lead to sanctions being imposed in accordance with the terms of this policy.

Co-op Academy Florence MacWilliams 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 students 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 Florence MacWilliams Anti Bullying Policy.

Co-op Academy Florence MacWilliams Child Protection and Safeguarding Policy.

Keeping Children Safe in Education 2023

Complaints

If families, parents or carers have any concerns or complaints over the application or implementation of this policy they should raise their concerns with a staff member or the Headteacher in accordance with the Trust’s complaints policy, which can be found on the trust and school websites. If the concern relates to a suspension or exclusion, please see the statutory procedure set out in the exclusion’s guidance.

Who is responsible for this policy?

The Trust has overall responsibility for the effective operation of this policy and for ensuring compliance with the relevant statutory framework or Trust framework. The Trust has delegated day-to-day responsibility for operating the policy to the CEO, and the respective Headteacher of each secondary school.

The Senior Leadership Team at each trust secondary school has a specific responsibility to ensure the fair application of this policy and all members of staff are responsible for supporting colleagues and ensuring its success.

Equality Impact Assessment

Under the Equality Act 2010 we have a duty not to discriminate against people on the basis of their age, disability, gender, gender identity, pregnancy or maternity, race, religion or belief and sexual orientation.

This policy has been equality impact assessed and we believe that it is in line with the Equality Act 2010 as it is fair, it does not prioritise or disadvantage any student and it helps to promote equality at this school.

Equalities Statement

Under the public sector equality duty (PSED), all schools/academies must have due regard to the need to eliminate discrimination, harassment and victimisation and any other conduct prohibited by the Equality Act 2010; to advance equality of opportunity between those who share a relevant protected characteristic and those who do not share it and to foster good relations across all protected characteristics. This means academies must take into account equality considerations when policies are being developed, adopted and implemented.

Race Disparity Audit

We acknowledge the findings of the Race Disparity Audit that clearly shows how people of different ethnicities are treated across the public services of health, education, employment and the criminal justice system.

The educational section of the audit that covers: differences by region; attainment and economic disadvantage; exclusions and abuse; and destinations, has a significant importance for the strategic planning of this school.

Linked Policies

● Suspensions and Permanent Exclusions Policy
● Anti-Bullying Policy
● SEND Policy
● Safeguarding and Child Protection Policy
● Complaints Policy
Positive Handling Policy

Appendix I - Coding on Arbor (MIS)

We use Arbor to record behaviour incidents.

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

Disruption to learning
Community conduct
Bullying
Preparation for learning
Disrespect to adults
Disrespect to children
Abusive behaviour (protected characteristics)
Fighting, physically aggressive or threatening violence
Banned items
Dishonesty
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:

Trust Category	School Behaviour Descriptions
Truancy	Failure to attend a detention
	Leaving the classroom without permission
	Truancy from lessons
Banned items	Mobile phone/electronic device/headphones not handed in

	Having alcohol, cigarettes/e-cigarettes or other banned substances in school
	Having weapons, fireworks or other banned items in school
Disrespect adult	Verbal abuse or threatening behaviour against an adult
	Rude language or swearing to adults
	Walking off from a member of staff
	Refusing to follow instructions from staff
Disrespect child	Verbal abuse or threatening behaviour against a student
Disrespect child	Rude language or swearing to peers
Bullying	Bullying – physical
	Bullying – verbal
	Bullying – cyber
Dishonesty	Cheating in exams/assessments
	Theft or bringing in stolen items
	Lying about an incident
Community conduct	Damaging school equipment/property
	Dangerous or unsafe behaviours
	Failure to behave sensibly around the school (such as pushing or horseplay)
	Damaging peers' equipment/property
	Chewing/eating in class
	Littering in the classroom or around the school
	Bringing school into disrepute
Abuse - protected characteristic	Homophobic and transphobic language or behaviour
	Racist language or behaviour
	Sexist or misogynistic language or behaviour
	Abuse relating to disability
Fighting, physically aggressive or threatening violence	Physical assault against a student
	Physical assault against an adult
	Threatening physical assault against student
	Threatening physical assault against adult
	Fighting
Disruption to learning	Answering back
	Calling out
	Disturbing others/out of seat without permission
	Lack of effort in the classroom
	Talking over the teacher
Preparation for learning	Incorrect uniform
	Incorrect footwear
	Incorrect/no PE kit
	Wearing makeup or jewellery
	Failure to complete homework
	Arriving 5 or more minutes late to lesson (without a note from a member of staff)
	Inadequate equipment for each lesson (Book, Pen, pencil, ruler, calculator, PE kit)
Stages	Stage 1 Stage 2 Stage 3 Stage 4

Appendix 2: Sanction Table

The table shows possible sanctions for different behaviours. The list of behaviours is not exhaustive but merely aims to provide examples of some of the behaviours that may occur in school. Where student behaviour is persistent, we will work with families and the student to put support in place to create individualised strategies to help the student get back on track. All decisions will be made having considered both aggravating and mitigating factors.

Behaviours	Pace Reflection (PR)s	Isolation	Suspension	Permanent Exclusion
Absconding school		✔️	✔️	✔️
Being dishonest to members of staff	✔️	✔️	✔️
Breaking no contact rule - fighting/physical assault	✔️	✔️	✔️	✔️
Bringing drugs or dangerous items (including weapons) into school	✔️	✔️	✔️	✔️
Bringing fireworks/explosives into school				✔️
Bringing the Academy into disrepute	✔️	✔️	✔️	✔️
Bullying	✔️	✔️	✔️	✔️
Chewing gum	✔️
Discriminatory language, comments or behaviour	✔️	✔️	✔️	✔️
Distribution/supply of a banned substance or item	✔️	✔️	✔️	✔️
Failing to attend a detention	✔️	✔️	✔️
Inappropriate hairstyle including lines and shapes shaved in	✔️	✔️
Incorrect uniform	✔️	✔️	✔️
Joint Enterprise	✔️	✔️	✔️	✔️
Late to lesson	✔️	✔️	✔️
Late to school	✔️	✔️	✔️
Leaving a lesson without permission	✔️	✔️	✔️
Lines in eyebrows	✔️	✔️
Making noise during transition/disrupting corridors	✔️	✔️	✔️
Misbehaviour in detention	✔️	✔️	✔️	✔️
Missed homework/coursework deadlines	✔️	✔️
Missing equipment	✔️
Mobile phone or other electronic device not handed in/failure or refusal to handover	✔️	✔️	✔️
Off task behaviour	✔️	✔️	✔️	✔️
Overheard swearing	✔️	✔️	✔️
Persistent off task behaviour	✔️	✔️	✔️	✔️
Physical violence towards staff			✔️	✔️
Plagiarism	✔️	✔️
Refusal to follow instructions	✔️	✔️	✔️	✔️
Refusing isolation/respite			✔️	✔️
Serious misbehaviour		✔️	✔️	✔️
Sexualised comments/assault/behaviour	✔️	✔️	✔️	✔️
Smoking/consumption of alcohol	✔️	✔️	✔️	✔️
Speaking to staff in a disrespectful manner or with contempt	✔️	✔️	✔️
Spitting or coughing in the vicinity of, or deliberately at another student, staff member or any other person within the academy	✔️	✔️	✔️	✔️
Swearing at/to/about or to a member of staff			✔️
Theft		✔️	✔️	✔️
Truancy from lessons	✔️	✔️	✔️	✔️
Truancy from school		✔️	✔️	✔️
Using an implement to harm another			✔️	✔️
Vandalism of school property	✔️	✔️	✔️	✔️
Vaping	✔️	✔️	✔️
Verbal abuse of another student - including swearing	✔️	✔️	✔️
Verbally threatening a member of staff			✔️	✔️

*Add to an internal document for guidance when making decisions.*

The Academy will consider a number of mitigating and aggravating circumstances when making a decision on appropriate level of sanction. Examples of these are listed below:

Aggravating Factors

Breach of a Leadership Role: The student abused a position of trust or leadership to engage in misconduct.

Compounding Factors: The incident involved multiple breaches of school rules simultaneously (e.g., physical aggression and vandalism).

Defiance or Disrespect: The student displayed open defiance or disrespect to staff or peers during or after the incident.

Disruption of School Events: The incident disrupted an important school event or assembly.

Disruption to Learning: The behaviour significantly disrupted the learning environment for others.

Encouraging Others: The student actively encouraged others to engage in the same or similar behaviour.

Endangerment: The behaviour put the safety of the individual or others at risk.

Escalation of Incident: The student escalated the situation instead of de-escalating when given an opportunity.

Exploitation of Younger Students: The student encouraged or manipulated younger peers to engage in misconduct.

Group Misconduct: The student was part of a group involved in the misconduct, amplifying its impact.

Damage to Property: The behaviour caused damage to school or personal property.

Hindering Investigation: The student obstructed the investigation or refused to cooperate when questioned.

Impact on Others: The behaviour caused significant disruption, distress, or harm to other students or staff.

Impact on Reputation: The behaviour negatively impacted the school’s reputation (e.g., incidents in public or online).

Inappropriate Response to Authority: Mocking, arguing with, or threatening staff or peers when challenged.

Inappropriate Use of Technology: Misuse of devices or social media to facilitate misconduct.

Pattern of Disruption: The student’s behaviour forms part of a wider pattern that undermines school values.

Pattern of Non-Engagement: The student consistently avoids restorative conversations or follow-up actions.

Pre-planned Misconduct: The behaviour was deliberate and premeditated.

Premeditation and Planning: The student showed deliberate intent to plan and execute the misconduct.

Previous Warnings Ignored: The student failed to respond to prior warnings or interventions.

Public or Social Media Involvement: The behaviour was shared publicly or on social media, amplifying its impact.

Refusal to Apologise: The student showed no remorse or willingness to make amends.

Repeat Behaviour in Different Contexts: The misconduct extends across various settings (e.g., classroom, corridors, and online).

Repeated Offenses: The student has a history of similar misbehaviour.

Targeted Behaviour: The misconduct was aimed at a specific individual, making it personal (e.g., bullying or harassment).

Timing of Incident: The behaviour occurred during high-stakes or vulnerable moments, such as exams or safeguarding crises.

Use of Offensive Language: The behaviour involved the use of discriminatory or highly inappropriate language.

Violation of Safeguarding Policies: The behaviour involved breaches of safeguarding rules, such as bullying or harassment.

Violation of Trust: The behaviour involved a breach of trust, such as stealing from peers or staff.

Mitigating Factors

Admittance and Accountability: The student admits their wrongdoing and takes responsibility.

Age or Maturity Level: The student’s age or developmental stage may have influenced their understanding or actions.

Apology Accepted by the Victim: The victim of the behaviour acknowledges the student’s apology and resolution efforts.

Contributing to the School Community: The student actively participates in extracurricular or volunteer activities.

Cooperation in Investigation: The student was fully cooperative and honest during the investigation.

Efforts to Improve: The student has shown commitment to improving their behaviour through actions like attending interventions or mentoring.

Efforts to Rectify: The student made genuine attempts to make amends or apologize.

Exceptional Circumstances: Unusual or one-off factors that influenced the incident, such as a traumatic event.

Exemplary Attendance and Commitment: A track record of punctuality, attendance, and effort, suggesting the behaviour was out of character.

External Pressures: Factors such as financial strain, illness, or bereavement contributed to their behaviour.

Family or Cultural Factors: Background or cultural norms that may have influenced the student’s actions.

First-Time Offence: The behaviour is out of character and not part of a pattern.

Health-Related Triggers: The behaviour was influenced by a temporary or ongoing physical health condition (e.g., fatigue, illness).

Immediate Remorse: The student demonstrated regret immediately following the incident.

Influenced by Others: The student was pressured or coerced by peers to act inappropriately.

Lack of Understanding: The student did not fully understand the rules or the impact of their behaviour.

Learning Difficulties or Disabilities: The student’s behaviour was impacted by a diagnosed condition or special educational need.

Minor Nature of Incident: The behaviour, while against the rules, was relatively minor or easily remediated.

Misunderstanding of Rules: The behaviour stemmed from a genuine misunderstanding of expectations.

Past Trauma: The student’s behaviour was influenced by unresolved trauma or difficult life experiences.

Peer Mediation: The student willingly engaged in peer-led restorative processes to resolve the situation.

Personal Circumstances: External factors (e.g., family issues, mental health concerns) may have influenced the behaviour.

Positive Behaviour Record: The student has an otherwise good track record of behaviour and adherence to school values.

Positive Feedback from Staff: Other staff members vouch for the student’s usual good conduct and attitude.

Positive Peer Influence: The student has generally been a positive influence on their peers.

Provocation: The student’s behaviour was a reaction to provocation, such as bullying.

Provoked but Overreacted: The student reacted disproportionately to provocation but did not instigate the incident.

Reaction to Stress or Pressure: The behaviour occurred during a moment of extreme stress or anxiety.

Time Passed Since Incident: Significant time has passed, and the student has shown improvement in behaviour.

Unintentional Consequences: The harm caused was unintended or accidental.

Co-op Academy Florence MacWilliams

Behaviour Policy 2026-27

Behaviour Policy

Introduction & Context

Aims

Rationale & Purpose

Roles and Responsibilities

The Local Governing Council

Rules and Ways of Being - PACE values

Mutual Respect

Behaviour as a curriculum

Line-ups, assemblies and transitions

Family Dining

Drinks Policy

Chewing Gum

Supporting Students with SEND

Legislation, statutory requirements and statutory guidance

Definitions

Misbehaviour is defined as:

Serious misbehaviour is defined as:

Bullying

Mobile phones and Electronic Devices

Responding to behaviour

Classroom management

Safeguarding

Responding to positive behaviour and meeting Academy standards and ethos

Responding to negative behaviour and failing to meet Academy standards and ethos

Behaviour that fails to meet academy standards and ethos in lessons/revision sessions/assemblies

PACE cards

Behaviour that fails to meet academy standards and ethos during transition/line up, on the Academy grounds and outside of the classroom

Line Ups

Transition: Sensible and Purposeful

Chewing Gum

Equipment and Essential Items - ‘Florence Five’

Procedure

Behaviour that fails to meet academy standards and ethos outside of the Academy

Negative behaviour and failing to meet Academy standards and ethos online

Academy Pace Reflection (PR)s

Isolation

Off-site directions

Alternative Provision

Managed Moves

Suspension and permanent exclusions

Suspected criminal behaviour and dealing with the police

Zero-tolerance approach to sexual harassment and sexual violence

Malicious allegations

Use of Reasonable Force

Confiscation, searches, screening

Responding to misbehaviour from Students with SEND

Recognising the impact of SEND on behaviour

Considering whether a student may have unidentified SEND

Students with an education, health and care (EHC) plan

Supporting student following a sanction

Student transition - Inducting incoming student

Training

Monitoring arrangements

Child-on-Child Abuse

Complaints

Who is responsible for this policy?

Equality Impact Assessment

Equalities Statement

Race Disparity Audit

Linked Policies

Other Related Documents

Appendix I - Coding on Arbor (MIS)

Appendix 2: Sanction Table