Behaviour Policy 2023-24

Policy details

Date created – February 2023

Staff consultation: March 2023

Pupil consultation: March 2023

Parent consultation: March 2023

Governor ratification: July 2023

To be reviewed: July 2024

Contents

Policy details        1

Aims        2

Legal and Statutory Requirements        3

Roles and Responsibilities        4

Expectations        5

Positive Behaviour Management        8

Proactive Approaches        17

Recording and Monitoring of Behaviour        19

Linked Policies        20

Review and Monitoring        21

The Rights of the Child (from the UN Convention for the rights of a child)

At Co-op Academy Clarice Cliff, we aim to create a happy, safe and inclusive environment for all. Promoting good behaviour amongst pupils is a shared responsibility. All members of the school community: staff, governors, parents, the wider community and the children have a vital role to play and building positive, respectful relationships between all stakeholders is at the heart of our policy.

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

• Behaviour in Schools Guidance
• Education and Inspections Act (2006) Section 93
• Education Act (2002)
• Searching, Screening and Confiscation at School
• The Equality Act 2010 - Advice for Schools
• Use of Reasonable Force in Schools
• Supporting Pupils at School with Medical Conditions

It is also based on the Special Educational Needs Code of Practice (2015)

Schedule 1 of the The Education (Independent School Standards) Regulations 2014; paragraph 7 outlines a school’s duty to safeguard and promote the welfare of children, paragraph 9 requires the school to have a written behaviour policy and paragraph 10 requires the school to have an anti-bullying strategy.

The DfE guidance; What academies, free schools and colleges must or should publish online - GOV.UK explains that academies should publish their behaviour policy and anti-bullying strategy online.

This policy complies with our funding agreement and articles of association.

The governing body is responsible for monitoring the effectiveness of the Behaviour Policy and holds the Head Teacher to account for its implementation.

The Head Teacher is responsible for reviewing and approving this behaviour policy. The Head Teacher will ensure that the school environment encourages positive behaviour and that staff deal effectively with poor behaviour, and will monitor how staff implement this policy to ensure rewards and support are applied consistently.

All staff within school are responsible for:

• Implementing the behaviour policy consistently
• Modelling positive behaviour
• Providing a personalised approach to the specific behavioural needs of particular pupils
• Recording behaviour incidents

The senior leadership and pastoral teams will support staff in responding to behaviour incidents.

Parents/carers are expected to:

• Support their child in adhering to the Golden Rules and Ways of Being
• Inform the academy of any changes in circumstances that may affect their child’s behaviour
• Discuss any behavioural concerns with the class teacher promptly
•  Contribute to the positive behaviour management strategies that the academy has in place (e.g. Positive Behaviour Plans)

In order to support positive, respectful relationships and a happy and safe learning environment, we follow three Golden Rules:

        Be Ready Be Respectful Be Safe 

In addition to this, all behaviour in our academy is underpinned by the Co-op Ways of Being.

Everyone in our school community has rights and responsibilities to ensure that everyone enjoys the learning to which they are entitled. All pupils and staff follow the Co-op Ways of Being:

Be a good friend and learner - Develop good friendships and work together, in order to understand and support others

• Championing Co-op - Represent the academy through behaviour and actions
• Helping others - Support the learning of others to promote a positive learning environment

• Improving myself - Focus on getting better and improving as a learner
• My words - Talk openly and honestly and know how words help or hurt others
• Inclusive - Be friends with anyone and treat everyone with respect

• Vision and values - Care about the school and what we stand for. Show the values both inside and outside the academy
• Future focussed - Think about the future, want to do well and want others to do well
• School improvement - Make sure that we all get better together. Know that behaviour and actions have an impact on others

• Co-operation - Work co-operatively with others, share ideas and listen to others
• Driving innovation - Be confident in using technology in a safe and sensible way
• Speaking up - Know that words can help others to be better. Speak out against bullying or poor behaviour

Pupils should:

• Keep to the left
• Walk at all times
• Be aware of others – keep noise to a minimum
• Use KS2 stairs at break and lunchtimes
• Take extra care on the stairs
• Listen to the adult in charge

Staff should:

• Set clear expectations for behaviour prior to moving from one area of the school to another
• Agree a ‘stopping point’ with pupils (e.g. “Stop when you get to the corner.”) and walk behind the line to observe behaviour
• Be prepared to stop the line in order to address any issues
• Model good behaviour
• Openly praise the behaviour that you want to see

Teachers have a statutory power to implement the behaviour policy when pupils behave inappropriately outside of the school premises.  In-line with the behaviour policy, the teacher may discipline a pupil for:

Any inappropriate behaviour when the child is:

• Taking part in any school-organised or school-related activity
• Travelling to or from school
• Wearing school uniform
• In some other way identifiable as a pupil at the school

Inappropriate behaviour at any time, whether or not the conditions above apply that:

• Could have repercussions for the orderly running of the school
• Poses a threat to another pupil or member of the public
• Could adversely affect the reputation of the school

Staff within our academy make expectations for behaviour very clear and reinforce them with praise and positive recognition. There are numerous opportunities for pupils to shine and make a positive contribution to our community. Every member of staff takes responsibility for addressing behaviour that does not follow the three Golden Rules, no member of staff “walks-by” when they see this behaviour happening. We take an emotion coaching approach to managing inappropriate behaviour; remaining calm and respectful, even if the pupil has behaved in a disrespectful way, in order to model the kind of behaviour that we would like to see; showing understanding and empathy and encouraging reflection and restoration.

In managing behaviour, all our staff follow 5 underpinning principles:

• Consistent, calm adult behaviour
• First attention for best conduct
• Relentless routines
• Scripting difficult interventions
• Restorative follow up

Professional judgement is required regarding which step best reflects the most suitable sanction given the behaviour displayed so the steps may not be followed in the order set out below and it may be appropriate to move to a particular step without having worked through all of the previous steps. Depending on the nature of the behaviour, this may include withdrawal (see below), internal exclusion, suspension, or immediate, permanent exclusion.  However, as a general rule for poor behaviour the following sequence should be adhered to:

Children in the early years who breach the Golden Rules will have time with the Early Years teacher, immediately after an incident to reflect on their behaviour and what changes could be made to prevent further incidents.

Details of our academy’s approach to preventing and addressing bullying are set out in our Anti-Bullying Policy. Bullying is defined as the repetitive, intentional harming of one person or group by another person or group, where the relationship involves an imbalance of power.

Occasionally an incident may be deemed to be bullying even if the behaviour has not been repeated or persistent – if it fulfils all other descriptions of bullying. This possibility should be considered, particularly in cases of hate crime related bullying and cyberbullying.

Bullying can take place between:

• young people
• young people and staff
• between staff
• individuals or groups

Bullying by pupils is viewed as serious misbehaviour at our academy. Although bullying can occur between individuals, it can often take place in the presence (virtually or physically) of others who become the ‘bystanders’ or ‘accessories’.

Bullying is not confined to the school premises. It can also persist outside school, in the local community, on the journey to and from school. The school acknowledges its responsibility to support families if bullying occurs off the premises.

Step 1 - Recognise the child’s feelings and empathise with them:

1. Stop - do not act or react straight away (other than to ensure that pupils and staff are safe)
2. Think - what is going on for the child right now? What feelings might lay underneath the behaviours that I am seeing?
3. Attune - yourself with that feeling by putting yourself in the child’s position
4. Reflect - what would be an equivalent situation that would cause you to react that way?

Step 2 - Validate the child’s feelings and label them; e.g. “You are behaving in this way because you are angry, it’s normal to feel angry when XX happens.”

Step 3  - Set limits on behaviour (if needed); e.g. “Whilst your feelings are normal, it’s important to remember how your behaviour impacts yourself and others, we must all behave appropriately, in-line with the Ways of Being. ”

Step 4 - Problem solving with the child; e.g. “What made you feel that way?” “Can you think of a different way to deal with your feelings?” “I can help you think of a different way to cope.” *Remember that reasonable adjustments may need to be made as part of the problem solving process.

There are a number of strategies that staff may use in order to avoid and de-escalate potential behaviour incidents. Not all strategies are suitable for every child and teachers will need to use their knowledge of the individual child and professional judgement in order to decide which strategies may be appropriate. Potential strategies include:

• Envelope to the office - ask the child to help you by taking an envelope to the office. When the child has passed the envelope to office staff, they will receive something to carry back to class. Ensure lots of praise is given once this task is completed and resume classroom activities.
• Focus attention on something positive e.g. a piece of work the child completed to a high standard, a book that they like etc.
• Introduce another activity or topic
• Encourage communication
• Remove sources of frustration
• Use appropriate humour
• Explain clearly what is happening now and what will happen next
• Use a calm voice and body language (side on stance)
• “Step Out” card - provide the pupil with a card that they must show to you if they need to “step out” of the classroom. When this card is used, the child should receive a timer which they will take with them to an agreed “safe space”. Once they are there, they can start the timer and must return to class once the time is up.

Co-op Academy Clarice Cliff is aware of the links between the SEND Code of Practice (2015), our SEND processes, and the whole school behaviour system outlined in this policy. Some special educational needs may pose a barrier or difficulty when applying the requirements of this policy and require suitable adaptations; e.g. for pupils with communication and interaction or social, emotional and mental health needs. We recognise our legal duty under the Equality Act (2010) to ensure that reasonable adjustments are made that are personalised to the pupil’s strengths and needs and are regularly reviewed. Reasonable adjustments may take a number of forms, from adaptations to the way in which the policy is communicated and explained to adaptations to its implementation.

In conjunction with the class teacher, the SENDCo will evaluate a pupil who exhibits challenging behaviour to determine whether there is a possibility of the pupil having underlying needs that are not currently being met. Where required, strategies will be put into place to address and support. These strategies will be reviewed using the graduated approach of the assess, plan, do, review cycle. Liaison with external agencies will take place where necessary. Where appropriate, pupils who struggle to manage their own behaviour will be given specific, measurable targets (e.g. I will remain in my seat during lessons; I will put my hand up to speak; I will use only kind words). Some pupils will have an individual reward chart which acknowledges positive behaviour over short periods of time (e.g. 5 or 10 mins). These rewards will then accumulate for pupils to earn Dojo points in line with their peers.

Academy staff will work hard to support all children to help them meet the behaviour targets of the school, utilising a number of strategies which may include seeking support and advice from outside agencies, offering alternative, bespoke curriculums and part-time timetables where appropriate; these strategies will be discussed and agreed with all stakeholders. In instances in which it has been decided that a part-time timetable is the most appropriate course of action, the timetable will be reviewed weekly in order to assess progression to the next stage, increasing the amount of time within the academy. The aim will be to move to the next stage as quickly as possible as long as the pupil is coping successfully.

Sending pupils to alternative provision may also be considered, however, advice and guidance from outside agencies and specialists will always be sought and strategies to accommodate the child within the academy will be implemented and evaluated prior to any decision to access alternative provision.

On very rare occasions, it may be agreed that Co-op Academy Clarice Cliff is not an appropriate setting for a pupil, This will not be a single person’s decision and academy leaders, governors and Trustees will be a part of this process.

Where pupils display behaviours which could put themselves, others or the order of the academy at risk, individual risk assessments containing links to the Positive Handling Policy will be put in place. The legal provision on school discipline also provides members of staff with the power to use reasonable force to prevent pupils committing an offence, injuring themselves or other or damaging property, and to maintain good order and discipline in the classroom.  Head teachers and authorised school staff may also use such force as is reasonable given the circumstances when conducting a search without consent for particular items. For further information, please see the Physical Restraint Policy and Behaviour and Discipline in Schools (2016) https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/488034/Behaviour_and_Discipline_in_Schools_-_A_guide_for_headteachers_and_School_Staff.pdf. 

Any restrictive physical intervention will be recorded on a Restrictive Physical Intervention form and CPOMS and will be communicated to parents/carers.

For any exclusion, the school will follow the Trust’s Exclusions Policy 20. Exclusions-Policy.pdf and the latest Government Guidance on exclusions contained in the following documents;

‘Exclusion from maintained schools, academies and pupil referral units in England’ and ‘Changes to the exclusion process during the Coronavirus (Covid19) outbreak.’

Exclusions are considered as a last resort and will be taken only:

• In response to a serious breach of the academy’s behaviour policy
• If alternative strategies have been tried and failed
• If allowing the pupil to remain in school would affect the education or welfare of the pupil or others

There are two types of exclusions, permanent or fixed term (suspension).  A permanent exclusion would result in a pupil being taken off roll.  Fixed term exclusions or suspensions are generally for a few days at a time.

Parents/carers will be notified immediately of an exclusion. They will be telephoned and invited into school to discuss the exclusion and given a letter outlining the details of the exclusion.

Whilst the pupil is excluded his/her welfare remains the responsibility of the parent/carer and the pupil cannot come onto the school site.  Work will be set for the first 6 days of any exclusion period.  In the case of a suspension, a meeting will be arranged on the return date to discuss expectations and a possible phased return. Expectations and individualised behaviour management strategies will be agreed at this meeting and detailed in a Positive Behaviour Plan.

Parents/carers have the right to make representations to the Academy Governing Council’s Disciplinary Committee concerning the exclusion. The parent/carer will be given the name, address and phone number of the person to contact in the letter sent by the Head teacher.

We work with a number of outside agencies such as the Mental Health Support Team, Staywell, Changes and the Child and Adolescent Mental Health Service (CAMHS)  to ensure that our pupils’ emotional needs are well met in order to take a proactive approach to minimise incidents of behaviour that challenges.

Our approach is research informed and draws upon the guidance set out in The Education Endowment Foundation’s report, Improving Behaviour in Schools (2019). https://d2tic4wvo1iusb.cloudfront.net/eef-guidance-reports/behaviour/EEF_Improving_behaviour_in_schools_Report.pdf?v=1635355216

We provide pupils with a number of opportunities to shine and make a positive contribution within our academy and the wider community; we believe that this builds a culture of co-operation and positive conduct within our academy. Leadership opportunities within our academy include:

• Co-op Young Leaders

• Playground Leaders
• Event Leaders

• Eco-Committee
• Academy Council
• Attendance Ambassadors
• EYFS Special Helpers
• Cloakroom Monitors
• Equipment Monitors
• Reading Council
• Prefects

Each classroom will have the names of the pupils who take on these responsibilities up on display.

Adults will utilise a number of strategies in order to give recognition for positive behaviour. Some strategies apply to the whole school, some in class and some will be individual to the child.

Teachers will be able to award Dojo points to every child each half term and these will be issued when pupils have demonstrated either one of the Golden Rules or Co-op Ways of Being well. At the end of each term, pupils will be given the opportunity to “spend” the Dojos that they have earned in the “Dojo shop”.

Pupils will also work as class teams to earn a target amount of Dojo points per half term; every class that reaches their target will get a behaviour treat for the class.

All behaviour incidents requiring intervention from Step 3 onwards will be recorded on the MIS. The data from these incidents will be collected monthly and trends/individual pupils will be discussed by the safeguarding team at their monthly meeting in order to inform planning for appropriate interventions.

• Copy of Co-op Academy Clarice Cliff - Investigation into allegation of bullying.docx

Anti-Bullying

Behaviour of Parents

Children with Health Needs who Cannot Attend School

Equality, Diversity and Inclusion Statement

Positive Handling

Safeguarding and Child Protection

Special Educational Needs or Disabilities (SEND)

Supporting Pupils with Medical Needs

The policy will be reviewed on an annual basis after consultation with pupils, parents, staff and governors.