Behaviour Policy

Approved by:                Governing Council

Approved in:                February 2024

Review by:                February 2025

1. Our principles: vision & values

1.1 Our Vision

Relationships are the key to successful achievement and positive behaviour. Co-op Academy Walkden seeks to encourage, reinforce and support positive behaviour through effective working relationships between staff and pupils.

Wider society values appropriate behaviour equally to academic success. The ‘Ways of Being Co-op’ promote excellent behaviours:

• Do what matters most
• Be yourself, always
• Show you care
• Succeed together

We expect all staff and pupils to promote and display these behaviours and so become role models for their peers. We expect all pupils to act as ambassadors for our standards of excellence in the wider community outside the Academy.

1.2 Our Values

Co-op Academy Walkden is a learning community that is part of a wider movement that was founded by the Rochdale Pioneers in 1844, on a set of values and principles describing a different, fairer and better way of being. We try to demonstrate our commitment to these values and principles in everything we do:

• Self-help: when the school community joins together, we make a difference; whether it’s meeting challenges in the classroom, supporting our chosen charity or working in our local community.
• Self-responsibility: Every member of our academy community must do their bit, making our academy a success by supporting its aims, meeting our expectations and encouraging others to do the same.
• Democracy: All members of our academy are encouraged to take an active part in decision making. pupil Council have been involved with the development of this policy.
• Equality: Our academy gives all members an opportunity to succeed, with due regard to their needs.
• Equity: we are committed to fairness. This means each individual has the right to feel safe, valued and respected and be treated fairly; but also that no individual will be allowed to have a disproportionate impact on the chances of others.
• Solidarity: Together we are stronger, so we work together to help our pupils achieve even more.

2. Aims

Following our vision and values helps all members of the academy succeed together. Therefore, this policy aims to:

• Ensure that the academy is a safe, orderly learning environment, which is calm and productive.
• Outline how pupils are expected to behave, both in and out of the classroom, by clearly defining our expectations of pupils through the 3 R’s (Appendix 2):

• Readiness,
• Respect
• Responsibility

• Define what we consider to be unacceptable behaviour, including bullying.
• Provide a fair and consistent approach to behaviour management at the Academy.
• Promote and support the social, moral, spiritual and emotional development of our pupils.
• Outline our system of rewards and sanctions.
• Help pupils understand that actions bring consequences (ABC), both positive and negative, and so help pupils learn to be responsible for their actions.
• Summarise the roles and responsibilities of staff to ensure that the policy is delivered effectively across the Academy.

3. Legislation, statutory requirements, links and monitoring

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

• Behaviour and discipline in schools
• Searching, screening and confiscation at school
• The Equality Act 2010
• Use of reasonable force in schools
• Supporting pupils with medical conditions at school 
• Special Educational Needs and Disability (SEND) code of practice.

In addition, this policy is based on:

• Section 175 of the Education Act 2002, which outlines a school’s duty to safeguard and promote the welfare of its pupils.
• Sections 88-94 of the Education and Inspections Act 2006, which require schools to regulate pupils’ behaviour and publish a behaviour policy and written statement of behaviour principles, and give schools the authority to confiscate pupils’ property.

This behaviour policy is linked to the following policies:

• Anti-Bullying Policy
• Exclusions Policy
• Safeguarding Policy
• The Use of Physical Intervention in School Including Positive Handling

This behaviour policy will be reviewed by the Principal and Governing Body every year. At each review, the policy will be approved by the Principal.

4. Roles and responsibilities

4.1 Parents

Parents are expected to:

• Follow the Home Academy Agreement (see Appendix 1)
• Support their child in adhering to the pupil Code of Conduct (see Appendix 2)
• Inform the academy of any changes in circumstances that may affect their child’s behaviour

Discuss any behavioural concerns with the class teacher promptly

4.2 The Governing Body

The local Governing Body will review this behaviour policy in conjunction with the Principal and monitor the policy’s effectiveness, holding the Principal to account for its implementation.

4.3 The Principal

The Principal is responsible for reviewing this behaviour policy in conjunction with the local Governing Body. The Principal will also approve this policy.

The Principal will ensure that the school environment encourages positive behaviour and will support staff to deal effectively with poor behaviour, and will monitor how staff implement this policy to ensure rewards and sanctions are applied consistently.

4.4 Staff

Staff are responsible for:

• Setting the tone and context for positive behaviour within the academy through the development of effective working relationships with pupils and the modelling of positive behaviour at every opportunity throughout the school day (see Appendix 3).
• Promoting our pupil expectations (the 3 R’s) and ways of being at all times.
• Implementing the behaviour policy consistently and fairly.
• Providing a personalised approach to the specific behavioural needs of particular pupils.
• Accurately recording behaviour incidents in ClassCharts in a timely manner.
• The senior leadership team will ensure that all staff are trained in behaviour management [with identified staff receiving specific training on the proper use of restraint] as part of their induction process and ongoing CPD.
• The senior leadership team will challenge and support staff in responding to behaviour incidents.

5. Definitions

Behaviour is classified in 3 categories, escalating in severity.

• C1: Attitude for Learning

5 C1s in a week will generate a 24 hour placement in our Reset provision.

• Disruption
• Uniform

• C2: Defiance

A C2 will generate a 24 hour placement in our Reset provision.

• Causing severe breakdown of learning
• Refusal to hand over a confiscated item
• Truancy
• Walking away from staff

• C3: Anti Social Behaviour

A C3 will generate an extended Reset placement, off site direction, fixed term suspension or permanent exclusion.

• Aggressive or foul language directed at staff
• Extreme theft, graffiti or vandalism
• Homophobic harmful or abusive behaviour
• Illegal items
• Racial harmful or abusive behaviour
• Sexual harmful or abusive behaviour
• Sustained harmful or abusive behaviour to pupil
• Violence

In addition, the following classification is used to manage behaviour around the academy:

• CC: Community Conduct

20 minute lunchtime detention in E0.

• Late to school (less than 20 minutes) N.B. 20+ minutes late will generate a 24 hour placement in our Reset provision.
• Open disrespect or refusal
• Harmful or abusive behaviour to pupil
• Multiple pupils in a toilet cubicle
• Serious rowdy conduct
• Smoking related
• Theft, graffiti or vandalism (can be issued in lessons)

Failure to attend CC Detention will generate a 24 hour placement in our Reset provision.

6. Recognition

We show that we care by recognising effort, as well as by challenging poor behaviour.

We will recognize positive behaviour with:

• Verbal praise: specific verbal acknowledgement of great attitude, quality of learning etc
• Achievement Points
• Half termly Golden Ticket weeks
• Texts, postcards, letters or phone calls home to parents
• Raffles for pupils who meet entry criteria through excellent attendance, punctuality, behaviour and effort
• Annual awarding of merit badges and celebration evenings
• pupil leadership

Achievement Points can be awarded to individuals who demonstrate any of our 4 Ways of Being:

• Do what matters most
• Be yourself, always
• Show you care
• Succeed together

Ms Hammond, Head of Year 9, has responsibility for rewards and recognition and is working with the pupil Council to further develop rewards.

7. Challenge

Staff will use the following approaches in response to incidents of poor behaviour, using the principle of least invasive intervention first. *

Strategies 7.1-3 are delivered by individual members of staff. Consistent compliance with the principles of this policy make it coherent for pupils and so promotes the development of effective working relationships. This said, each incident must be dealt with on an individual basis, taking account of the circumstances and the needs of the pupil.

7.1 Non verbal communication

• Movement around the classroom: proximity to an issue.
• Body language: placing finger on lips.
• Eye contact: assertive but not aggressive. Hold for 5 seconds and then break eye contact by moving your gaze to the side, not downwards.
• Watch pupils’ facial expressions to see if any are genuinely struggling.

7.2 Verbal reminders and redirection

• A reminder as to the desired activity, delivered privately.
• Never a public question as to why the pupil is not doing what you want.
• Regular low stakes referral to your classroom routines.
• Long mid sentence pause if you are interrupted.

7.3 C1 & C2

• C1 is a formal warning for a breach of basic expectations. This can be complemented by expecting missed work to be completed at home, or at break or lunchtime.
• A C2 is a serious incident of open defiance. Entering a C2 will alert a member of staff to collect the pupil and take them to Reset for a 24 hour placement.
• Staff are required to phone home to discuss the incident so parents are clear as to why the Reset placement is necessary.

*In response to serious incidents of misbehaviour it is correct for steps to be omitted in order to effect a timely and proportionate response.

Strategies 7.4 -7.10 are delivered at an organisational level. When making decisions regarding serious incidents the burden of proof is to establish what has happened ‘on the balance of probability’, rather than ‘beyond all reasonable doubt’.

7,4 Reset

• Reset is used for pupils activating the following triggers:

• 5 C1 in a week (24 hour placement)
• C2 (24 hour placement)
• C3 (24 hour - 5 day placement)
• 2 lates in a day (24 hour placement) NB if a pupil is late to school without a valid reason, this will count as their first late.
• 20+ minutes late to school without a valid and authorised reason (24 hour placement)
• Missed CC detention (24 hour placement)

• Reset is open from 8.30- 3.00 and pupils complete a 24 hour placement that starts when they are checked in to the provision:

• Arrive Period 1, leave 3.00 same day
• Arrive Period 2, leave 9.30 next day
• Arrive Period 3, leave 10.50 next day
• Arrive Period 4, leave 11.50 next day
• Arrive Period 5, leave 1.50 next day
• Where a placement runs over 2 days, pupils are responsible for reporting directly to Reset on the second day. Pupils who need to be collected will complete an additional period in Reset.

• Pupils work in silence and work is checked every 30 minutes. Pupils who have produced insufficient work for 2 consecutive checks will repeat the lesson in Reset.
• Pupils remain in Reset for social times and are offered a snack at break and a cold food selection at lunch. Toilet breaks are timetabled so that the room can be run efficiently.
• In any whole-school based behaviour system it is important for all stakeholders to recognise the importance of making reasonable adjustments for pupils who may have difficulties with the rules and expectations set out for legitimate reasons. At Co-op Academy Walkden, we view behaviour as a communication of an emotional need, whether conscious or unconscious. Because of this, the academy will make reasonable adjustments for pupils who have a clear, diagnosed and underlying special educational need/disability as well as pupils who have identified additional needs. This includes an attachment need which requires SEND/pastoral support, making reaching the expected standard of behaviour consistently challenging.

7.5 Report

• There are 4 levels of report card used to promote positive behaviour:

• Personal Development Tutor
• Head of Year
• Senior Leader Link
• Principal’s Report

7.6 Acceptable Behaviour Agreement

• A meeting with the pupil, parent and police to reframe behaviours and boundaries within the law. This is reviewed after 6 weeks.

7.7 Off Site Direction (see Appendix 5 for further details)

• Off site direction at another Salford school: a pupil needs respite away from a situation at the Academy and so attends the behaviour provision of another school for a period of time to help them improve their behaviour. For Off Site Directions of 5 days or less, the school day is adjusted and the pupil does not attend mainstream classes, so they only have minimal contact with pupils from the receiving school. For Off Site Directions of 6 days or longer, the pupil attends mainstream classes and wears the uniform of the receiving school. The full duration of an off site exclusion must be completed before a pupil returns to Co-op Academy Walkden. Should a pupil commit an offence that would trigger an exclusion for a pupil who is on our single roll, we will consider ending the Off Site Direction. However, before this is done, we will hold an emergency review meeting, to which representatives of the original school and Local Authority will be invited, to consider whether an alternative to termination is appropriate.

7.8 Alternative Provision

• Where evidence shows that a pupil is unable to cope in mainstream, we have the option to set provision either at our on site provision, The Link, or at an off site Alternative provision. Attendance is checked daily and there are a minimum of half welfare termly visits by Walkden staff.

7.9 Fixed Term Suspension

• This is always used as a last resort in response to the most serious incidents. Work is made available through Google Classroom for the pupil to complete during their suspension. Following a suspension, a parental reintegration meeting is required before the pupil returns to classes.

7.10 Permanent Exclusion

• This is only used when all other options have been considered. Work is provided through Google Classroom for 5 days before responsibility passes to the Local Authority. Any decision to permanently exclude must be approved by governors at a hearing and there is a process of appeal following this.

8. Pupil support

The academy recognises its legal duty under the Equality Act 2010 to prevent pupils with a protected characteristic from being at a disadvantage. Consequently, our approach to challenging behaviour may be differentiated to cater to the needs of the pupil to reflect our values of equality and equity.

The school’s special educational needs co-ordinator will evaluate a pupil 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 based in our Inclusion Centre provision, an educational psychologist, medical practitioners and/or others, to identify or support specific needs.

When acute needs, whether in learning, wellbeing or safeguarding, are identified in a pupil, we will liaise with external agencies and plan support programmes for that child. This may take the form of an Early Help Assessment, Multi Agency Meeting or referral to our Inclusion Centre for outreach work and/or a Pastoral Support Plan. We will work with parents to create plans and review them on a regular basis.

9. Specific behaviours

9.1 Punctuality

The academy opens to pupils at 8.00 each morning, when breakfast is available in the Atrium. All pupils must be on site by 8.20, ready to enter the building.

• Pupils who arrive to school between 8.30-8.50 will be required to attend a 20 minute Community Conduct lunchtime detention that day.
• Pupils who arrive to school after 8.50 will complete a 24 hour placement in Reset.

Parents are responsible for notifying school of any appointments that may make a pupil late to school so that they can be disapplied from the above process.

Where school is notified of personal circumstances that have caused a pupil to be late to school, the pupil may be disapplied from the above process. The academy’s judgement on when to make allowances is final.

9.2 Uniform and appearance

The wearing of school uniform is an integral part of the school ethos which promotes positive attitudes, high standards and a sense of personal pride in appearance. In short, it shows that you care.

All pupils will attend in full school uniform. Specific details regarding expected uniform, acceptable hairstyles, jewellery and make up are detailed on the school website. Every staff member must insist on the correct uniform and where pupils will not comply, follow the consequence system as detailed above. Heads of Year should also be informed.

• We will not accept incorrect uniform unless there is a recognised medical condition.
• pupils not wearing correct uniform will not be allowed to attend classes.
• Parental contact will be made: either a pupil may be sent home to change into required uniform or parents may bring the required uniform into school.
• It is expected that pupils will wear their uniform correctly on the journey to and from school.

9.3 Mobile technology

Mobile phones, earphones and other forms of mobile technology are not allowed to be used in school and are required to be kept completely out of sight at all times.

• Mobile phones in use by pupils at any time will be confiscated and logged with reception.
• Phones may be collected by pupils after school each day. A parent or carer may collect the phone earlier by appointment with their child’s Head of Year.
• Refusal to hand over confiscated mobile technology will be recorded and sanctioned as a C2 and the pupil will be placed in Reset until their parents are able to attend school to remove it.

9.4 Prohibited items

Carrying prohibited items is a serious breach of this policy because they place the safety of children and other members of the school and wider community at risk. We have a duty to do what matters most and ensure that pupils:

• feel safe at school all the time, including while travelling to and from the academy
• understand very clearly what unsafe situations are
• be aware of how to keep themselves and others safe

A prohibited item is any item banned by the school rules.

9.5 Smoking & vaping

Co-op Academy Walkden operates a strict no smoking policy. This includes vaping and covers the school buildings and grounds, as well as on the way to and from school while wearing school uniform. Therefore, any items relating to smoking or vaping are prohibited.

9.6 Aerosols

Following advice from Asthma UK, Co-op Academy Walkden is an aerosol free zone and aerosols are therefore prohibited. Appropriate sanctions will be issued for pupils who use aerosols in school.

9.7 Illegal/intoxicating substances

• alcohol
• edibles (food infused with illegal drugs)
• cannabis and cannabis oil
• any other controlled substances

Any pupil found to be in possession of a quantity of substances that is greater than that which is likely for personal use, will be treated as dealing drugs. Should a pupil be found to have dealt drugs or any other controlled substances, permanent exclusion will be considered.

9.8 Weapons

• knives
• sharp pieces of metal or ‘shanks’
• bb guns
• tasers

Any pupil found to have shown a weapon to another pupil will be treated as using a weapon to make threats and so permanent exclusion will be considered.

9.9 Searching pupils

Section 550ZA of the Education Act 1996 enables the Principal or other authorised members of academy staff to search a pupil and their possessions, if they have reasonable grounds to believe that the pupil is carrying a prohibited item. The academy is equipped with an electronic wand to assist with this. Searches of pupils will always be reasonable, proportionate and justified. Should a pupil refuse to be searched, parents will either be required to collect them from school, or, depending on the level of risk posed by the suspected prohibited items, the Police will be called to assist.

9.10 Confiscation

Any prohibited items (listed in this section) found in pupils’ possession will be confiscated. These items will not be returned to pupils.

We will also confiscate any item which is harmful or detrimental to school discipline. These items will be returned to pupils after discussion with senior leaders and parents, if appropriate.

Searching and screening pupils is conducted in line with the DfE’s latest guidance on searching, screening and confiscation.

9.11 Physical restraint

In some circumstances, staff may need to use reasonable force in order to prevent a pupil:

• Hurting themselves or others
• Damaging property

Incidents of physical restraint will:

• 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 (Physical Restraint Log kept by the Vice Principal, Pastoral)

Full details can be found in this separate policy: The Use of Physical Intervention in School Including Positive Handling

9.12 Further action

Any pupil who is involved in an incident involving prohibited items will be referred to our school based police officers as part of Operation Sycamore and further referrals, such as to the Young Offenders Service, will be considered. This may also be considered for pupils who require physical restraint to manage the risk of them hurting themselves or others.

9.13 Bullying

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.

Bullying is, therefore:

• Deliberately harmful and abusive
• Repeated, often over a period of time
• Difficult to defend against
• At odds with succeeding together

Bullying can include:

Details of our school’s approach to preventing and addressing bullying are set out in our anti-bullying policy.

9.14 Malicious allegations

Where a pupil makes an accusation against a member of staff and that accusation is shown to have been malicious, the Principal will discipline the pupil in accordance with this policy.

The Principal will also consider the pastoral needs of staff accused of misconduct.

9.15 Off-site behaviour

Pupils are expected to be excellent ambassadors of our Co-op values and Ways of Being so that:

• they stay safe and do not cause distress or injury to others.
• the reputation of the academy is protected.

Sanctions may be applied where a pupil has misbehaved off-site when representing the school, for example on a school trip,  on the bus travelling to or from school or at the local shops. When deciding a response to incidents of poor behaviour, the following factors will be considered:

• The extent and severity of the incident
• Any reputational damage to the Academy
• Whether the incident has caused harassment, alarm or distress to members of the Academy community or members of the public.

In addition to the application of school based sanctions, the Academy will work closely with Greater Manchester Police to deal with incidents of anti-social behaviour in the community.

Appendix 1 – Home-Academy Agreement

Our mission is to provide a safe and caring environment in which each pupil can receive a first-class education. To enable this to happen, we recognise the importance of working cooperatively with parents and pupils. This home-academy agreement acknowledges the important role each party has to play in this journey.

The Academy will:

• Provide quality teaching for every pupil
• Provide a safe and caring environment for learning
• Have high expectations of conduct for everyone in the academy
• Challenge and support pupils to be responsible for their actions
• Treat each pupil fairly and with respect
• Encourage pupils to become independent learners, with a desire to fulfil their full potential
• Set, assess and monitor independent study
• Promote the Co-operative values, to:

Do what matters most          Be yourself, always           Show you care        Succeed together

• Communicate important information about each pupil to their parents/carers
• Communicate with parents respectfully and arrange meetings as appropriate.
• Provide an extensive range of quality extra-curricular activities

Parents and carers - I/we will:

• Support the academy in its mission to provide a safe and caring learning environment, where first class learning is the primary focus
• Help my child to learn to take responsibility for their conduct by never making excuses for poor behaviour and supporting consequences as needed
• Encourage the completion of independent study
• Ensure my child wears full school uniform on their way to and from school
• Ensure that my child arrives at school ready to begin lessons at 8.30am, unless there is a medical reason, in which case the academy will be informed on the first day of absence.
• Ensure that my child has the correct equipment for each lesson, including Co-op Academy Walkden PE kit.
• Attend all Parents’ Evenings/other meetings to discuss the progress/behaviour of my child.
• Communicate important information to the school about my child
• Address any queries about your child or the school, directly with us, so that the academy can respond and take appropriate steps.
• Communicate with respect when meeting or speaking on the telephone with school staff

Pupils - I will:

• Attend lessons on time and with the right equipment, ready to learn
• Be in school unless a medical reason makes my attendance impossible.
• Wear full Co-op Academy Walkden uniform correctly, including to and from school.
• Be the best learner that I can be, completing all class and independent work by the deadlines set and to the best of my ability
• Meet expectations of my behaviour, both in and out of lessons, by following the Academy code of conduct
• Model good behaviour when travelling to and from the Academy
• Uphold the Co-operative values, to:

Do what matters most     Be yourself, always           Show you care        Succeed together

• Follow the instructions of any member of staff with courtesy and respect.
• Show self-respect and be respectful of all other pupils at the academy, accepting their differences and making sure that all children are welcome in our community.
• Respect and value my academy environment, keeping it clean, tidy and litter-free.
• Use ICT and other school equipment appropriately and with respect.
• Ensure that prohibited items, such as cigarettes/drugs/weapons are never brought to school

Appendix 2 – Pupil Code of Conduct

At Co-op Academy Walkden, we expect all pupils to do what matters most, by being:

Ready to learn

I will…

• arrive to form and lessons on time
• have the correct equipment for my lesson
• be dressed in the correct uniform

Respectful of others and the learning environment

I will…

• allow others to learn by speaking and listening at the right times
• allow the teacher and other adults to help my class learn
• use appropriate language and tone when speaking

Responsible for your actions

I will…

• prioritise my learning in each lessons above everything else
• complete my class and homework to the best of my ability
• follow the requests of teachers and other adults to follow the simple, fair rules.

Outside of the classroom...

I will…

• move calmly but quickly to my next lesson, following the one-way system where appropriate
• respect the property of other pupils, the school environment and the
• return any plates and cutlery to the washing area in the canteen at lunchtimes
• ensure that I place any rubbish in the bins provided, both in the canteen and around school
• respond respectfully to all staff and promptly follow all requests to act in a safe and calm manner to ensure that the rights of all members of the school community to be treated with dignity and respect and their right to be safe and secure is protected.

Before and after school...

I will…

• wear my uniform correctly and with pride
• be polite and respectful to all members of the wider community and the local environment
• act responsibly and safely at all times when I am travelling to and from school

Appendix 3: Staff behaviour management guidance

Behaviour is learnt and, just as some pupils find learning difficult, so others need additional support to learn how to behave appropriately in a supportive learning environment.

All staff must have high expectations of all pupils both in and out of lessons and should actively promote our ways of being at every opportunity in the school day. Therefore, all staff are expected to use the following behaviour management techniques:

• Be a positive role model: Be at the door, smile, be enthusiastic about working with the pupils and about the content/context of the lesson. Take an interest in the children in your care.
• Own your classroom: a seating plan is essential for every class.
• Build good routines/rituals, such as a formal start to the lesson: A formal greeting, with pupils stood behind desks and then straight into the register is how all pupils should expect every lesson to start. Use positive reinforcement to make this your classroom norm.
• Teach your expectations and the routines that will help pupils meet them: Do this as explicitly as you would subject content and regularly reboot it rather than waiting for standards to slide before revisiting them.
• Start each day with a clean slate:  Make sure that incidents have been dealt with from prior lessons. pupils should be spoken to in a C2 detention or outside of the lesson.
• Pastore’s Perch: Stand in a position in the room where you can see every pupil clearly and easily.
• Be seen looking: Scan the room in a highly visible manner so that all pupils know that you are looking. 

• Be calm but authoritative: Constantly move around and scan your class, giving positive specific feedback to pupils who show the behaviours that you want. Use non verbal cues and silent signals: don’t underestimate the power of eye contact. Think about your tone of voice:

• Expectant, calm, measured = teacher in control.
• Reactive, loud, rushed = teacher on the edge

N.B. This doesn’t mean shouting is wrong: it just can’t be a teacher’s default and must always be controlled!

• Means of Participation: Be clear about the correct way to participate in an activity e.g. ‘Follow the text with your finger.’ ‘Working in silence, I want you to independently begin the task.’
• Brighten Lines: Give clear instructions and time limits, check that pupils understand the instructions and then give a clear signal to begin work eg. ‘Everybody ready to start in 3,2,1… Go.’
• Narrate the positive: Recognise and describe positive actions by pupils to give them attention and status when they meet your expectations to positively frame the lesson and focus attention on the behaviours that you want.
• 3:30:30: When pupils begin working, move to a position of vantage and scan the room for 3 minutes. Then spend 30 seconds circulating and spending up to 30 seconds assisting an individual pupil, before returning to scan the room for 30 seconds to ensure group expectations are met.
• Signal, Pause, Insist: Teach the class how you will signal that you need their attention (we will use 5, 4, 3, 2, 1), wait until you have total compliance, where you do not get compliance, use the strategies below to get it before moving on.
• Use the least invasive intervention first and de-escalate: Communicate expectations of behaviour in ways other than verbally (e.g. eye contact, non-aggressive body language, signal, pause insist etc), keeping your hands free as far as possible to enable least invasive hand signalling. When verbal intervention is needed, give it individually, out of earshot of the rest of the class. Give time and space for the pupil to comply and steer them towards better choices.

• Be consistent: pupils must know you as a predictable, reliable and consistent professional. However, you are aiming for a high degree of consistency, not perfection: exceptions are sometimes needed, but they should be exceptional.

• Be fair: Whole class sanctions must never be used because they are unfair.

• Apply Achievement Points and praise with care: Don’t be ‘that teacher’ who never gives Achievement Points, but don’t devalue them by giving them out when they haven’t been earned. Give specific feedback as to why you are praising a pupil or giving Achievement Points, so that you teach the class your expectations.
• Positive and effective behaviour management should mean that the consequences system is not used frequently because pace, challenge and positive reinforcement should sustain pupils and enthuse them.

Informal warning When a pupil breaches expectations (the 3 R’s) in class and will not respond to the techniques used above, they should be formally warned that continued misbehaviour will result in consequences as outlined below. It may be appropriate to speak with the pupil just outside the classroom or to allow them a moment to ‘calm down’ outside, before continuing with the lesson. If a warning is necessary, focus on the behaviour, not the pupil. Language is important and a firm (but matter of fact) assertion by the teacher will always work best e.g. “Chris, you shouted out; you know what the rule is; make sure you put your hand up in future.” Use the warning as a lever to improve behaviour rather than punishing what has already happened, by checking that the pupil understands why you have had to issue a warning. “I am issuing a warning because… What do you need to do to avoid getting C1?” If they still will not comply, then the following consequences system should be used: consequences cannot be ‘earned back’ as a result of good behaviour later in the lesson.

C1 This will be used if there is no improvement following a verbal warning and is recorded on Class Charts. As written above, before awarding a C1 for disruption, the teacher should use non verbal cues, and reminders, before giving a verbal warning to give the pupil the opportunity to make the correct choice and improve their own behaviour before moving to formal consequences.

C2 This will be used if there is no improvement following a C1 and the pupil is causing a severe breakdown of learning. If you have to issue a C2, enter it on ClassCharts to alert Reset staff to collect the pupil. When a staff member arrives at your room, do not spend a long time describing the problem: instead try to positively frame the good conduct of the majority.

C3 This will be used for extremely serious instances that, if they happened out of school, would be of interest to the police: where a pupil is involved in sexualised, discriminatory or sustained bullying, serious theft or graffitti, foul and abusive language, violence, or possession of illegal items. C3 must be recorded on ClassCharts immediately so that it may be dealt with swiftly. and a period of either isolation or exclusion will be issued. Parental contact will be made, with a parental reintegration meeting following the period of isolation or exclusion.

Appendix 4 – Off Site Direction and Managed Moves

Rationale and principles:

Our school works in collaboration with other Salford secondary schools and the local authority to

arrange off-site directions and managed moves between schools. This approach is intended to be

inclusive and safe; to respond to the needs of young people and maintain continuity of education.

It is essential that all movement of young people between schools is carefully managed and fair:

these principles underpin our approach and that of all schools in Salford. Our school follows the

Salford City Council Offsite Direction and Managed Move Protocol (2022). This document explains

in detail how offsite directions and managed moves should be facilitated and scrutinised.

We use off-site directions and managed moves as part of our graduated response and, where

possible, as an early intervention. Off-site direction is a positive strategy to be used when other

interventions have proven ineffective.

Our school is a ‘home’ school (meaning that we send pupils on offsite directions and managed

moves) and a ‘receiving’ school (we take in pupils from other schools on such moves). All

decisions to undertake arrangements for such moves are informed by our capacity, the safety and

needs of pupils and a spirit of collaboration with other schools in Salford. These moves are

discussed each month at the In Year Fair Access Panel (IYFAP).

Off site direction:

An off-site direction is the temporary placement of a child or young person in another school,

academy or AP school, intended to improve their behaviour. Parent or carer agreement is not required for an off site direction. Our approach is guided by Salford City Council’s protocol and by the following Department for Education advice.

Managed moves:

A managed move can only be offered as a permanent transfer to another school and may be the

outcome of an off-site direction. Parent or carer agreement is required for a managed move.

Off site directions and managed moves for vulnerable pupils:

Where a child has an EHCP, is on a Child Protection Plan, is Cared for or has a social worker, we

will try to avoid off-site direction or a managed move where possible. In particular, moves for Cared

For Children are strongly discouraged.

Timescales:

An off-site direction will usually last from 2 days to a maximum of 12 weeks. It is the

responsibility of the child’s home school to ensure regular reviews are undertaken at least every six

weeks. These reviews may lead to the off-site direction being ended early, but it is expected that

the receiving school will allow a reasonable period of time before concluding the move to give the home school time to organise an effective reintegration.

Ending an Off Site Direction:

At the end of the off-site direction the pupil will either return to their home school or take up a

permanent place at the receiving school.

Appendix 6 – Consequences Ladder

NB: This consequences ladder is a guide only, with the aim of improving consistency and fairness. The academy reserves the right to vary its application of consequences in order to best meet the individual needs of each pupil.