January 2021 | Approved by the Governing Body January 2021 | Date for review: January 2022
Our Vision and Values
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 students.
Wider society values appropriate behaviour equally to academic success. The ‘Ways of Being Coop’ promote excellent behaviours:
- Do what matters most
- Be yourself, always
- Show you care
- Succeed together
We expect all students to promote and display these behaviours and so become role models for their peers. We expect all students to act as ambassadors for our standards of excellence in the wider community outside the Academy. Our Statement of Principles can be found in Appendix
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.
- 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 will 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 students achieve even more.
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 students are expected to behave, both in and out of the classroom, by clearly defining our expectations of students through the 3 R’s.
- 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 students.
- Outline our system of rewards and sanctions.
- Help students understand that Actions Bring Consequences (ABC), both positive and negative, and so help students 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.
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:
- 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.
Expectations: The 3 R’s
Students are expected to behave in a calm, orderly way that demonstrates respect for themselves and other members of the academy and wider community. They should demonstrate that they are responsible for their own behaviour in a self-controlled way and accept the consequences when their actions fall short of expectations. A version of this for students to sign can be found in Appendix 3.
While wearing Academy uniform, students must follow our 3 R’s expectations, as outlined above, so that they are always:
Ready to learn
- 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
- 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 when speaking
Responsible for their actions
- 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…
- Move calmly but quickly to my next lesson, following the one-way system where appropriate
- Respect the property of other students, 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…
- 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.
Unwanted/poor behaviour is defined as:
- Lateness, either to school or to lesson
- Incorrect uniform/lack of equipment
- Using a mobile phone in school
- Disruption of lessons
- Rowdy conduct around the academy
- Refusal to attend class as directed
- Walking away from staff
Serious misbehaviour is defined as:
- Repeated breaches of the school rules
- Foul and abusive language directed at staff
- Any form of bullying
- Sexual assault, which is any unwanted sexual behaviour that causes humiliation, pain, fear or intimidation
- Aggression/threats of violence
- Racist, sexist, homophobic or discriminatory behaviour
- Possession of any prohibited items, including:
- Knives or objects intended to be used as a weapon
- Stolen items
- Illegal drugs or related paraphernalia
- Nitrous oxide
- Tobacco, cigarette papers and electronic cigarettes
- Pornographic images
- 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).
Roles and Responsibilities
The Governing Body
The local Governing Body is responsible for reviewing and approving the written statement of behaviour principles (Appendix 1).
The local Governing Body will also review this behaviour policy in conjunction with the Principal and monitor the policy’s effectiveness, holding the Principal to account for its implementation.
- The Principal
The Principal is responsible for reviewing this behaviour policy in conjunction with the local Governing Body, giving due consideration to the school’s statement of behaviour principles (Appendix 1). 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.
Staff are responsible for:
- Implementing the behaviour policy consistently
- Developing effective working relationships with students, modelling positive behaviour and promoting high expectations of behaviour at every opportunity throughout the school day (see Appendix 2 for roles of specific staff, good practice and daily routines)
- Providing a personalised approach to the specific behavioural needs of particular pupils
- Recording behaviour incidents in ClassCharts
- The senior leadership team will challenge and support staff in responding to behaviour incidents.
Parents are expected to:
- Follow the Home Academy Agreement (see Appendix 2)
- Support their child in adhering to the Studentl Code of Conduct (see Appendix 3)
- Inform the academy of any changes in circumstances that may affect their child’s behaviour
- Discuss any behavioural concerns with the class teacher promptly.
Teaching and support staff are responsible for setting the tone and context for positive behaviour within the classroom (see Appendix 2 for good practice and daily routines). All staff are ambassadors of our Coop values.
- Create and maintain a stimulating environment that encourages pupils to be engaged
- Display our student expectations (The 3 R’s)
- Modelling our ways of being at all times:
- Do what matters most
- Be yourself, always
- Show you care
- Succeed together
- Develop a positive relationship with pupils, which may include:
- Greeting pupils in the morning/at the start of lessons.
- Establishing clear routines.
- Communicating expectations of behaviour in ways other than verbally (e.g. eye contact, non-aggressive body language, subtle cues etc).
- Highlighting and promoting good behaviour.
- Concluding the day positively and starting the next day afresh.
- Having a plan for dealing with low-level disruption that avoids escalation and keeps all students in class learning.
- Using the Turnaround system when a pupil has to be withdrawn from a lesson.
- Using positive reinforcement.
The school 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, 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.
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 hurtful
- Repeated, often over a period of time
- Difficult to defend against
- At odds with succeeding together Bullying can include:
|Type of bullying||Definition|
|Emotional||Being unfriendly, excluding, tormenting|
|Physical||Hitting, kicking, pushing, taking another’s belongings, any use of violence|
|Racial||Racial taunts, graffiti, gestures|
|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 our school’s approach to preventing and addressing bullying are set out in our anti- bullying policy.
Carrying prohibited items is a serious breach of this policy because they place children and other members of the school and wider community at risk. We have a duty to do what matters most and ensure that students:
- 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 Some examples of prohibited items are included below:
- edibles (food infused with illegal drugs)
- cannabis and cannabis oil
- any other controlled substances
Any student 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 student be found to have dealt drugs or any other controlled substances, permanent exclusion will be considered.
- sharp pieces of metal or shanks
- bb guns
Any student found to have shown a weapon to another student will be treated as using a weapon to make threats and so permanent exclusion will be considered.
Section 550ZA of the Education Act 1996 enables the Principal or other authorised members of academy staff to search a student and their possessions, if they have reasonable grounds to believe that the student is carrying a prohibited item. The academy is equipped with an electronic wand to assist with this.
Any prohibited items (listed in section 5) 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 students after discussion with senior leaders and parents, if appropriate.
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 wil
- 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 (logged on CPOMS internally and in the Physical Restraint Log as required)
Full details can be found in this separate policy: The Use of Physical Intervention in School Including Positive Handling.
Any student 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 students who require physical restraint to manage the risk of them hurting themselves or others.
Rewards and Sanctions
List of rewards
We show that we care by recognising effort and challenging poor behaviour. We will recognize positive behaviour with:
- Achievement Points
- Texts, postcards, letters or phone calls home to parents
- Student leadership
Our systems are designed to recognise students who routinely do the right thing and so Achievement Points are awarded daily as follows:
- 5 Achievement Points are given to each student who has attended school without being given a behaviour point.
- 3 Achievement Points are given to each student who has attended school without being given any more than a single C1 behaviour point.
In addition to this, our Teacher Recognition 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
List of Sanctions
The school will use one or more of the following sanctions in response to poor behaviour:
- A verbal reprimand
- Sending the student to Turnaround for the remainder of a lesson
- Expecting missed work to be completed at home, or at break or lunchtime
- Detention at break, lunchtime, or after school
- Referring the pupil to a senior member of staff
- Letters or phone calls home to parents
- Agreeing a behaviour contract
- Putting a pupil ‘on report’
- Time in our BeeHive behaviour support centre
- Internal exclusion
- Off site exclusion at another Salford school
- Placement on alternative provision
- Fixed or permanent exclusion from school
Our anticipated response to different levels of behaviour can be found in Appendix 4, Consequences Ladder.
Students are expected to be excellent ambassadors of our Coop 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.
Attendance and Punctuality
Poor punctuality to school will be dealt with through a 30 minute after school Late to School Detention, which must be served on the day that the student is late. Persistent lates will be dealt with by the Attendance Team who will apply a period of Isolation. Coop Academy Walkden recognises the challenges faced by Young Carers and, while we cannot make this an excuse for lateness, we will adopt a reasoned and measured approach on a case by case basis to ensure that the policy is fair. Indeed, lateness might identify an unsupported young carer and provide an opportunity to provide additional support to the young person. Poor punctuality to classes will be dealt with through C1 Late to Lesson. Truancy and persistent lateness will be addressed through the use of C3 Refusal to Attend Class as Directed. Students who do not demonstrate improvement will be dealt with by Heads of Year.
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 students 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 should insist on correct uniform and where students will not comply, follow the consequence system as detailed above. Heads of Learning should also be informed.
- We will not accept incorrect uniform unless there is a recognised medical condition.
- If parental contact has been made, either a student may be sent home to change into required uniform or parents may bring the required uniform into school.
- Students will be isolated with their Form Tutor during lesson times, break and lunch, until the uniform issue has been rectified.
- It is expected that students will wear their uniform correctly on the journey to and from school.
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 students at any time will be confiscated and logged with reception.
- Phones may be collected by students after school each Friday. 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 C4 and the student will be placed in isolation until their parents are able to attend school to remove it.
Following advice from Asthma UK, Coop Academy Walkden is an aerosol free zone. Appropriate sanctions will be issued for students who use aerosols in school.
Coop Academy Walkden operates a strict no smoking policy. This includes within the school buildings and grounds as well as on the way to and from school, while wearing school uniform. This includes the use of e- cigarettes.
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.
It may be appropriate to monitor behaviour on a ‘report card’. There will be 4 levels of report card used to promote positive behaviour:
- White – Form tutor
- Green – Heads of Department
- Yellow – Heads of Year
- Red – SLT
Respite from Mainstream Lessons
It may be appropriate to arrange a period of respite from mainstream lessons for a student. The aim of this is to avoid the need for Fixed Term Exclusion. All periods of respite other than Turnaround are for social times as well as lessons. Respite may be delivered in one of the following ways:
- Turnaround: a student who receives a C2 during a lesson will spend the remainder of the period in Turnaround, before returning to classes the following lesson.
- Isolation: a student is supervised by a member of staff and completes work that is provided by class teachers. An example of this would be when a student has incorrect uniform, they must be isolated with their Form Tutor.
- Internal Exclusion: a student is supervised in our Internal Exclusion provision. The main focus of work will be on core curriculum, though there will also be time devoted to reflection and emotional growth to help students prepare to be able to better cope in mainstream lessons.
- Off Site Exclusion: a student needs respite away from a situation at the Academy and so attends the behaviour provision of another school for a period of time. The school day is adjusted and the student does not attend mainstream classes, so they only have minimal contact with students from the receiving school. The full duration of an off site exclusion must be completed before a student returns to Coop Academy Walkden.
Managed Moves and Supported Transfers
Students attending Coop Academy Walkden on Managed Moves or Supported Transfers are subject to this policy. Should a student commit an offence that would trigger an exclusion for a student who is on our single roll, we will consider ending the Managed Move/Supported Transfer. 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.
Our staff are provided with training on managing behaviour [with identified staff receiving specific training on the proper use of restraint] as part of their induction process and CPD. Our training foci for 2020-21 can be found in Appendix 6.
Appendices can be found in the PDF version of the policy.