Positive Behaviour Policy

Policy details

• Date created - July 2026
• Date approved - July 2026
• Next review date - July 2027
• Policy owner - Shaun Leathers - Head of School

1. Policy Statement and Purpose

Our Vision for Behaviour: Creating Culture

2. Rules and Ways of Being

Our 4C’s & Character Curriculum (Ready, Respectful, Safe)

3. Rights and Responsibilities
4. Developing Positive Behaviour

Embedding the Approach

Leadership Opportunities

Guidance for Restorative Conversations

5. Recognition
6. Classroom Expectations
7. Expectations Around the Academy
8. Expectations Outside of School
9. Consequences

Early Years Time Out

Break and Lunch Time Misbehaviour

Consequence Level Escalations

Stage 1: Classroom and Teacher-Led Interventions

Stage 2: Behaviour Lead Involvement

Stage 3: Deputy Headteacher Intervention

Stage 4: Head of School Intervention

Phased Returns

10. Further Interventions & Support
11. Child on Child Abuse
12. Searching, Screening and Confiscation
13. Appendix

Portland Character Curriculum

Behaviour Blueprint

Home-School Agreement

Uniform Expectations

Example Behaviour Management Letter to Parents

1. Policy Statement and Purpose

We want our school to be a place where all children and adults feel safe, happy and successful. We know that the consistent application of this policy is key to this. Through this policy, we will set out our high expectations of adults’ and pupils’ behaviour and will define unacceptable behaviours, including bullying. We will clarify the roles and responsibilities of different people within the academy community. We will also outline the rewards and sanctions which are to be used consistently by all staff.

We want to celebrate the individuality of every child in a positive and caring environment, where everyone takes responsibility for themselves and each other. The positive atmosphere and firm boundaries nurture children’s social, moral and emotional development, rewarding their desire to make good choices, through the Co-op Ways of Being. We aim to support children to understand the positive and negative consequences of their actions and choices beyond the school gates and into adulthood. By working together, child, parent and teacher, every child will achieve their full potential.

This policy should be read in conjunction with the following policies (available on the Co-op Academies Trust website and the Co-op Academy Portland website):

Anti Bullying

Equality Statement and Objectives

Health and Safety

Positive Handling

Safeguarding and Child Protection

Special Educational Needs

Mental Health and Well-Being

Exclusions

This policy is underpinned by the following legislation and guidance:

Behaviour in Schools - Advice for Headteachers and School Staff

School suspensions and Permanent Exclusions

Searching, Screening and Confiscation - Advice for Schools

Keeping Children Safe in Education

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

Education and Inspections Act (2006)

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

Equality Act (2010, revised 2018)

2. Rules and Ways of Being

Children take responsibility for their actions, show engagement in their learning, share success with their peers, staff and family. At Portland, children and all adults show pride in their work, their school and themselves. In our school, children and adults find enjoyment in all they do together. We care for everyone, no matter who they are and work as a team. 

Our expectations are underpinned by the Co-op’s ‘Ways of Being’.

Being Co-op is about creating an environment that celebrates difference: somewhere both pupils and colleagues feel responsible, valued, empowered and trusted to do the right thing for each other and our community.

The four Ways of Being Co-op guide our future – no matter what we do, they’re how we do it. They are:

To achieve their character potential, our children are explicitly taught the Portland Principles:

The Character Curriculum is taught both in timetabled sessions and at opportune moments throughout the school year. Curriculum content is delivered through explicit instruction derived from our ‘House Approach to Teaching and Learning’. Pupils receive regular opportunities to revisit content, including low stakes quizzing to check and strengthen retention of knowledge.

Our ‘Portland Principles’ are demonstrated and modelled on a daily basis by our staff and the oldest children at our academy. Both key groups revel in their responsibility to set standards for the rest of our school community. The school day is deliberately designed to provide opportunities for purposeful and contextualised practice such as corridor transitions, classroom lessons and social times.

Bennett (2024) identifies the following process for explicitly teaching behaviour:

1. Identify the routines that you want to see
2. Communicate in detail your expectations
3. Practise the routines until everyone can do them
4. Reinforce, maintain and patrol the routines constantly

It is critical that all staff have a clear understanding of the ‘Portland Principles’, teach them explicitly at any opportunity and continuously maintain the standards that we set. In holding the line, we support each other to create a culture where pupils feel safe and are able to learn in an optimum environment with teaching unimpeded.

While this curriculum is intended for all pupils it will be applied differently at cohort level, dependent on pupil age. It also may be applied differently at individual level, dependent on individual SEN needs. For example a child with ADHD may show that they are ‘Ready to absorb’ by rolling putty in their hand as opposed to their hands being still. Sensitivity must be applied at all times when teaching the behaviour curriculum. Our behaviour lead works in partnership with our SEND leaders to ensure that all adjustments to our curriculum and policy are made by staff.

Our 4C’s Curriculum is woven throughout every area of school life:

• Connectivity
• Care
• Curiosity
• Creativity

Connectivity: We believe that our connections with pupils are the route to understanding their behaviour and supporting them to display the behaviours necessary for effective learning. We work closely with families and the local community to connect with our children every day. We believe that every child should be greeted, by name, at the gate as the enter to school site and again by their class teacher or member of staff as they enter the classroom.

Care: We care about our children and families and make an effort to ensure that this is known. We follow an Attachment and Trauma Informed approach and do not publicly shame or shout at children for their behaviour.

Curiosity: We carefully track triggers and timings of behaviour incidents and work to support our children. We are curious about why a behaviour is being presented and implemented restorative practices and logical consequences.

Creativity: We adapt our curriculum and policy to meet the needs of the community that we serve. We explicitly teach our Character Curriculum and strive to change parts of the day following the tracking of incidents and work with children.

3. Rights and Responsibilities

The Academy Governing Body:

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

The Headteacher:

The headteacher is responsible for reviewing and approving this behaviour policy.

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

The Behaviour Lead:

• Ensure that behaviour policy systems and procedures are followed consistently throughout the school and report to the Headteacher/Deputy Headteacher on the effectiveness of them.
• Support staff in managing all behaviours positively and support staff in the development of these in liaison with Headteacher where necessary.
• Set the standard for exemplary practice by modelling good behaviour management and supporting staff in the implementation of them.
• Monitor records of behaviour incidents in Arbor, including break time and lunchtime incidents.
• Ensure points are awarded based on given criteria and records are kept as outlined.
• All classes should have a seating plan so that points can be more visual for students.
• Liaise with the SENCO, teaching staff and parents/carers when developing individual behaviour plans as deemed necessary by the behaviour policy.
• Write, update and share IBPs (Individual Behaviour Plans) and BIPRAs (Behaviour Individual Pupil Risk Assessments) with class teachers, support staff, pastoral staff, SLT and parents.
• Write, update and share target cards with class teachers, support staff, pastoral, SLT and parents.
• Liaise with the SENCO, teaching staff and parents/carers when developing Individual Pupil Risk Assessments.
• Provide and arrange CPD for all members of staff.
• Support multi-agency working.

Members of Staff:

Staff are responsible for:

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

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

Parents/carers:

Parents are expected to:

• Support their child in adhering to the pupil code of conduct.
• Inform the school of any changes in circumstances that may affect their child’s behaviour.
• Discuss any behavioural concerns with the class teacher promptly.

4. Developing Positive Behaviour

To encourage positive behaviour, all members of staff will:

• Build positive relationships with all pupils and parents/carers;
• Be positive and notice/recognise good behaviour;
• Be an exemplary role model in every aspect of their work and communication;
• Always model good manners and insist that pupils show these too;
• Remain calm in all situations;
• Ensure all rewards and sanctions earned are delivered;
• Be early to collect or receive pupils;
• Be well prepared for all lessons to reduce transition times;
• Ensure that work is matched to pupils’ needs and levels of attainment;
• Have clear routines which are adhered to consistently;
• Ensure pupils line up smartly and move through the school in a calm and orderly way;
• Insist that all pupils demonstrate active listening when adults or peers are speaking;
• Investigate reports of misbehaviour fairly and thoroughly.

Our staff are provided with training on managing behaviour, including proper use of restraint, as part of their induction process. Behaviour management will also form part of continuing professional development at least on a termly basis. We recognise that lunchtime staff manage pupils’ behaviour at the least structured point in the day. Therefore, intensive training is provided for this group of staff.

A staff training log can be found in the appendix.

Embedding the Approach

It is vital that all members of the academy community understand and support the implementation of the policy. To this end, we ensure the following strategies are in place:

• the School Rules and Portland Character Curriculum posters are displayed in all rooms of the academy, in the playground and adults have a copy on their lanyards
• the tariff for rewards and sanctions are displayed in all rooms of the academy
• assemblies to celebrate and to reinforce pupils’ knowledge of behaviour and consequences (including through well chosen stories, parables etc)

Leadership Opportunities

Class teachers ensure that ‘monitor’ roles (classroom leaders) are assigned within the classroom and are on a rota basis so that all pupils are a monitor (classroom leader) at some point during the year. For pupils with SEND who have a specific need, it may be appropriate for them to have a monitor role throughout the year. This will be identified in their pupil support plans.

There are also leadership roles which give pupils the opportunity to make a contribution beyond their classroom:

Pupil Parliament: We have a carefully selected Pupil Parliament that represents the diversity of our school community. Our Pupil Parliament meets every week.

Eco Council: Our Eco Council is well-established and has consistent students that have been involved in the Council for a number of years as well as some new students each year.

Playground Friends - Pupils from Y4-6 are trained to lead games and activities at break and lunch times and support children using the Buddy Bench system and Portland Pals.

Sports Leaders - Pupils from Year 4-6 are trained to lead games and activities at play and lunchtimes.

Lunchtime Legends - Year 4-6 pupils are trained to support lunchtime and eating in the hall, clearing away tables and supporting younger children while eating.

Librarians - Pupils from Y6 and Y5 are trained to read with younger pupils at break and lunch times.

Guidance for Restorative Conversations and Logical Consequences

If possible, talk to pupils involved separately initially.

This conversation should take place with the adult who witnessed or received the information about misbehaviour.

Logical consequences are ways to help pupils learn about pro-social/anti-social behaviours by connecting their actions directly to a related outcome. They are designed to help pupils understand the impact of their actions and learn from their mistakes, instead of just receiving a punishment.

It is important that consequences fall within the "Reason" section of the “Regulate, Relate, Reason” framework - consequences should only be implemented when a child is regulated and able to reason to the best of their ability. Any consequences should be discussed as part of a restorative conversation.

5. Recognition

Portland Points

Children earn Portland Points for showing our Character Curriculum values. Staff will hand out 1 point at a time, and share which Character Curriculum value this refers to: Ready, Respectful or Safe.

Well done Josh, you have earned 1 Portland Point for being ready to learn.

Fantastic Sofia! You really tried, 1 Portland Point for being respectful and holding the door open.

Wow - you have worked so hard together. You can all receive 1 Portland Point for being respectful to your team.

Children will record each Portland Point they receive on their table chart. At the end of the day, each class should count up their Portland Point total and add this to their rolling total chart. Staff will ensure all Portland Points are recorded on Arbor by the end of each working day.

Each week, the Behaviour Lead will update the Portland Point tracker and hall display to help raise the profile of Portland Points and support in celebrating children’s successes with all.

Whole-school Portland Point Competition

• 1000 points: Extra playtime
• 1500 points: Extra playtime
• 3000 points: Team Games Afternoon
• 4500 points: Ice Lolly / Ice Cream Treat
• 6000 points: VIP Lunch
• 7500 points: Family VIP Lunch
• 9000 points: Family Picnic in the Park

Classes will record their Portland Point totals for each week. In our Weekly Recognition Assembly, the winning class with the highest Portland Points will win the Recognition Trophy for the week. A class Portland Points total display will show the running totals for class Portland Points in the hall.

Individual Portland Point recognition

Children will receive a postcard to take home when they earn the following amount of Portland Points:

• 50 Portland Points
• 100 Portland Points
• 200 Portland Points
• 300 Portland Points
• 500 Portland Points
• 700 Portland Points
• 1000 Portland Points

Children who earn these will also have their names read out in the Recognition Assembly on a Monday.

Golden Ticket Award

Every half term, teachers can put forward one child they feel deserves special recognition. This can be a personal challenge or academia. These will be agreed by SLT and awarded in the final Recognition assembly of a half term.

Children who receive a Golden Ticket Award will receive a special badge and have lunch with SLT.

6. Classroom Expectations

We encourage good patterns of behaviour at Co-op Academy Portland by the following strategies: using whole class rewards, good work sent to other staff and letters, texts or notes in home/school books.

Classroom culture

• Establish ground rules with regular reminders
• Use clear signals to gain attention
• Start all sessions positively
• Wait until focussed before beginning
• Be clear about what you expect to see children doing (not what you expect them not to do)
• One thing at a time – children should be sure of main thing you want them to do
• Focus on what something will look like when it’s finished
• Codified signals across the school to manage noise levels and readiness for learning
• Praise/ ignore
• Spotting the positives
• Show personal interest
• Acknowledge feelings and give time to calm
• Encourage target setting

Strategies to use

• Nonverbal signals e.g. a look/smile, thumbs up, Team Stop, silent signals (1, 2, 3)
• Positive verbal comments and praise - remember to focus on those doing the right thing and praise them in order to encourage the rest to follow their example. Also praising before an action can be very effective, e.g. “John, please sit down. Well done”
• Raising self-esteem by giving children responsibility and encouraging them to want to follow the rules and be a part of the class family
• Sharing positive aspects with others – e.g. stopping the whole class to share good work/behaviour and saying well done or giving that person a clap.
• Awarding certificates
• Informing parents
• Awarding points
• Recognition at assembly

When a child breaks a school rule the following sanctions will be used fairly and consistently:

• Planned ignoring
• Nonverbal signals
• Verbal warning, reminding the child of our aims/rules
• Private discussion about why the behaviour is unacceptable and giving the consequences of further poor behaviour
• Change of position within the learning environment
• Separating the child from a group or the class
• Referring the child to a senior member of staff - Behaviour lead in the first instance, followed by Deputy Headteacher and then Head of School if necessary
• Reflection time
• Contacting parents to discuss ways of helping the child to improve his/her behaviour

7. Expectations Around the Academy

Ready to move.

During transitions, we gain time through ‘wonderful walking’ with ‘lips locked’; ‘feet forward’ and through ‘clear checkpoints’.

8. Expectation Outside of School

We are proud of our community and want our community to be proud of us. Our pupils are our ambassadors when identifiable and in our uniform and so we expect behaviour walking to and from school, in the community, to reflect the high standards we have for them inside of the building.

We ask that parents and carers monitor behaviour of children immediately outside the school gates and whilst walking too and from school to ensure they are safe on the busy roads and that they are not causing blocks to the walkways for other pedestrians.

9. Consequences

Members of staff always try to intervene with low-level misbehaviour at the earliest point in the most subtle way. For example, this could be through making non-verbal redirects, eye contact with the pupil, a gesture, facial expression or standing near to the child. The adult will then notice when the pupil makes good choices. The adult will acknowledge this - through subtle (e.g. smile, nod) or explicit (e.g. verbal praise, Portland Points) means. If this approach is not appropriate for the situation, or if such strategies fail, the following approach is followed.

Our behaviours are categorised into four levels and the children will be taught the different levels and how the consequences match to this.

In challenging misbehaviour, members of staff will follow these steps:

Step 1: Member of staff says to the pupil: “This is your reminder to make the right choice or this will be recorded as a Level 1 negative behaviour for…”

If the misbehaviour continues:

Step 2: Member of staff says to the pupil: “I’m giving you an instruction to …” This will then be logged on Arbor as a negative behaviour point.

If the misbehaviour continues:

Step 3: Member of staff says to the pupil: “You are choosing not to follow our school rules, this will now be logged as a Level… behaviour and result in… time missed”

If the misbehaviour continues:

Step 4: Remind the pupil at 5 minute intervals how much time they are accruing and log on Arbor as appropriate.

For misbehaviour occurring at play or lunch time, pupils will be escorted to ‘The Hub’ to start their time out immediately. If pupils are absent from school, their time out will be carried over until they return.

In instances of serious misbehaviour, the member of staff will move straight to Level 3 or Level 4 without issuing warning.

Time out takes place in ‘The Hub’ and is led by the Deputy Headteacher or Behaviour Lead. The leader will speak to each pupil about their behaviour, ensuring that:

• all incidents have been investigated and dealt with fairly, in line with this policy
• sanctions issued are correct
• pupils take responsibility for their actions
• pupils reflect on how they could behave differently in future to avoid sanctions
• time out is conducted in silence and any time lost due to misbehaviour is added on

Class teachers must keep a record of any pupil needing time out (including that issued by other members of staff). The class teacher or a teaching assistant will escort any pupils needing time out to The Hub at the next play or lunch time.

Early Years Time Out

In Nursery and Reception (EYFS), if a child misbehaves, the following consequence system will be used:

If a dangerous/serious incident takes place and you need support, radio immediately stating Level 4 behaviour.

This shows that immediate support is needed in this classroom. This radio for support must only be used in a situation where children or staff are in immediate danger or for serious incidents such as fighting or physical harm.

Break and Lunch Time Misbehaviour

H.U.B. (Helping Understand Behaviour) is a space where children have time to reflect on their behaviour and discuss how they can do things differently by applying the process– stop, think, do, thus developing restorative practice. It is also a space where children stay if they are unsafe to play outside or they have behaved inappropriately and as such lose their playtime. H.U.B. is solely for playground behaviour and is not to be used for classroom behaviour.

On the playground, we expect the same standard of behaviour as in the school building. It is the responsibility of all staff on duty to manage low-level behaviour positively by giving children polite but firm warnings and the reason why explained. If this behaviour continues, then staff need to seek the support from a member of SLT or the Behaviour Lead who is on duty for the entirety of lunch time.

Children must be listened to, to ensure actions taken are fair, but also so the children feel valued and that they can share their problems.

Playground behaviours of a more serious nature such as fighting, bullying, racism, vandalism, physical or verbal abuse towards a child or a member of staff will result in instant removal from the playground. When children are removed, they will spend time in H.U.B. after investigation. This type of behaviour will be reported to the Senior Leadership Team who will take appropriate action.

Types of serious behaviour and consequences:

A member of SLT, will inform parents or carers of playground misbehaviour. If a serious playground incident occurs,  parents will be spoken to in person or over the telephone by a member of SLT. The SLT on duty for H.U.B. is responsible for collating and inputting all lunchtime incidents onto Arbor. Breaktime incidents should be recorded on Arbor by the member of staff on duty by the end of the academic day.

Consequence Level Escalations - 2026/27

Escalations of incidents will be automatically alerted to SLT and the staff members below using Arbor.

Stage 1: Classroom and Teacher-Led Interventions

• 3 x L1s or 3 x L2s per half term:

• Consequence: Parent phone call from the class teacher.
• Follow-up: The teacher will discuss the recurring behavior with the student, reinforce expectations, and work with the student to identify strategies for improvement. The teacher will also inform parents about the pattern and solicit their support.

Stage 2: Behaviour Lead Involvement

• 3 x L3s per half term:

• Consequence: Phone call from the Behaviour Lead.
• Follow-up: The Behaviour Lead will review the student's L3 incidents, discuss the impact of their behavior with the student, and outline clear expectations for improvement. They will also communicate with parents to discuss the concerns and explore potential home-school strategies. This might include a brief meeting if deemed necessary by the Behaviour Lead or requested by parents.

Stage 3: Deputy Headteacher Intervention

• 2 x L4s per half term:

• Consequence: Phone call or meeting with the Deputy Headteacher.
• Follow-up: The DHT will conduct a more formal conversation with the student, emphasizing the seriousness of the L4 incidents and outlining the potential next steps if the behavior continues. A meeting with parents will be scheduled to discuss the escalating concerns, review strategies implemented so far, and collaborate on a more intensive support plan. This plan might include a behavior contract or temporary withdrawal from certain activities.

Stage 4: Headteacher Intervention

• 3 x L4s per half term:

• Consequence: Phone call or meeting with the Headteacher.
• Follow-up: The Headteacher will personally address the student regarding the persistent L4 behaviors, underscoring the impact on the school community and the need for significant change. A formal meeting with parents will be arranged to discuss the serious nature of the repeated L4 incidents. This meeting will involve reviewing all previous interventions and potentially exploring more significant consequences, such as an internal exclusion, a fixed-term exclusion, or the development of a comprehensive behavior support plan with external agency involvement if appropriate.

Phased Returns

3 x incidents at play or lunchtime per half term

• Consequence: child starts phased return - no playtimes until phased return completed. Each day, the child will go to The H.U.B. at lunchtime with Behaviour Lead and earn 5 minutes more outside each day if no incidents arise. If an incident arises, staff will discuss this with parents and children and the Phased Return may start again.
• Follow up: DHT will contact parents to inform them of the phased return starting, and when phased return is completed.

2 x Phased Returns per half term:

• Consequence: Meeting with the Deputy Headteacher or Headteacher.
• Follow-up: This indicates a significant and ongoing challenge with a student's behavior and their ability to reintegrate into the full school day. The meeting with the DHT or HT will be a comprehensive review of all incidents and interventions. The focus will be on developing a highly individualised support plan, which may involve:

• Revisiting the reasons for the phased returns.
• Increased collaboration with external support services.
• Adjustments to the curriculum or learning environment.
• Exploring internal alternative provision during lunchtimes and playtimes, such as Quiet Club or teach-led activities.

Incidents in the community outside of school hours

The school can issue consequences in school following investigation of incidents outside of school time. These will be issued on a case-by-case basis with the schools Leadership Team and communicated to families on the day of the investigation and consequence.

10. Further Interventions & Support

Co-op Academy Portland is aware of the links between the SEND Code of Practice, our SEND processes and the whole school behaviour system outlined in this policy. Some special educational needs may pose a barrier or difficulty when applying the requirements of this policy, and require suitable adaptations, for example pupils with social, emotional, mental health difficulties and diagnosis such as Autism. We recognise our legal duty under the Equality Act (2010) to ensure reasonable adjustments are made that are personalised to the pupil’s strengths and needs, and regularly reviewed.

Reasonable adjustments can take the form of how the behaviour policy expectations are explained to children with SEND, so that they understand what they should and should not do.

In conjunction with the class teacher, the SENDCo will evaluate a pupil who exhibits challenging behaviour to determine whether there is a possibility of the pupil having underlying needs that are not currently being met.

Where required, strategies will be put into place to address and support, and reviewed using the graduated approach of assess, plan, do, review cycle. Liaison with external agencies will take place where necessary.

Where pupils display behaviours which could put themselves, others or the order of the academy at risk, positive handling plans and individual risk assessments will be put in place. Any restrictive physical intervention will be recorded on the school’s Restrictive Physical Intervention google form, logged on Arbor for the Headteacher to sign and communicated to parents/carers.

Blueprint

We have created our Behaviour Blueprint to support all staff, visitors and supply staff in consistently applying our behaviour vision. These will be displayed around the academy and will be available at the main school office.

Target Cards - a tiered approach

Children begin target cards by being able to choose a colour and images to decorate the front cover, with the aim of giving them ownership of their target card. Each week, children on target cards will be given up to 3 targets. For each session, these will be given a score:

1 = Great choices, 2 = Good effort, 3 = Unacceptable, 4 = SLT involved (L3 or L4)

Children will miss 5 minutes with SLT for every 3 or 4 on their target card, as well as any consequence time with their class teacher.

Children stay on each colour for at least 2 weeks before moving. Children can move onto a target card following a one-off incident, as decided by SLT

IBPs

Individual Behaviour Plans (IBPs) are written for children to support staff to have consistent approaches to their behaviour. IBPs are written by class teachers with the Behaviour Lead and will be signed by parents each term. IBPs will be reviewed and updated each half term, and after any serious misbehaviour incidents.

Scripts

Our Behaviour Blueprint, consequences explanations and IBPs have scripts to support staff in speaking to children about misbehaviour. Scripts are a working document that will change. For our boutique children, scripts will be reviewed as part of debriefs after serious incidents as well as half termly with IBPs.

Reward charts

Teachers can choose to implement a reward chart for a child who needs additional support to make positive behaviour choices. This reward chart should be created with SLT, the child and the parents. Each day, the child’s teacher should discuss the reward chart with the child and agree on the reward for positive choices. Reward charts can be used as a short-term support or a longer-term behaviour intervention.

Children that use a reward chart should share their chart and learning with SLT at least 1x a day.

Behaviour Lead and Teaching Assistants

The role of the Behaviour Lead and some identified teaching assistants is to support key children throughout the day to access learning. This includes ‘soft starts’ and support in transition times, providing key interventions around self-esteem, behaviour and attendance and supporting children in the classrooms.

Children who have special educational needs, including those who are Children Looked After, have an Education Healthcare Plan (EHC) and/ or funding for inclusion (FFI) will have behavioural programmes in place, where appropriate, which are specific to their needs. Our children will be supported in the classroom and in the achieving of their targets by Class Teachers, TAs, the Behaviour Lead and SENCo.

11. Child on Child Abuse

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

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

Co-op Academy Portland Anti Bullying Policy.

Co-op Academy Portland Safeguarding and Child Protection Policy.

Keeping Children Safe in Education

12. Suspensions

This policy links with our exclusions policy. Internal exclusions, fixed term exclusions and permanent exclusions are only used as a last resort to address serious misbehaviour and/or when the sanctions in this policy have not been effective.

13. Permanent Exclusion

Permanent exclusion is a last resort. A Headteacher may decide to permanently exclude a student for persistent disruptive behaviour, where despite the school's best effort, a student insists on breaching the school's behaviour policy. A permanent exclusion could also be the consequence for a first 'one off' offence, based on the severity of the behaviour. One off offences may include:

• Serious actual or threatened violence against another student or member of staff (including online threats or abuse)
• Assault on a student or member of staff
• Sexual abuse or assault
• Supplying or using an illegal drug
• Carrying an offensive weapon (including any article made or adapted for causing injury)
• Serious one off incidents including ‘Hate’ incidents / crime or bullying

 Further information on permanent exclusions can be found in the Trust’s Exclusion policy.

14. Searching, Screening and Confiscation

The Headteacher has statutory power to search pupils and possessions if there are reasonable grounds to suspect pupils have prohibited items. Searches may also be carried out by members of staff and contractors authorised by the Headteacher. All authorised staff will be up to date with screening and searching procedures as laid out in government guidance .  When conducting searches, the Headteacher will consider the age and ability of students and make reasonable adjustments where necessary. Where possible searches will be conducted with the student present and away from other students  (unless there is reason to believe that significant harm could happen if we wait).

The school can search a student for any item with their consent and in their presence (e.g. turning out pockets / looking in bags). Staff have the power to search (without consent) if they have reason to believe a student possesses any of the following items:

• knives and weapons
• alcohol
• illegal drugs
• stolen items
• tobacco and cigarette papers
• cigarettes
• e-cigarettes
• lighters and matches
• fireworks
• pornographic images
• anything that has been or is likely to be used to commit an offence, cause injury,damage property

Wherever possible, searches will be carried out by two authorised members of staff, or contractor  by staff members of the same gender as the student, and with the student present as a witness. Searches that require physical contact or use of force will always be a last resort. Where the risk is considered significant, they will be conducted by a trained member of staff of the same sex as the pupil, or, if possible, and preferably, by a family member. If this is not possible (due to urgency of the situation) searches will be conducted by a permanent member of staff, with the appropriate training, of the same sex and an appropriate adult (of the same sex). In all cases, only outer clothing will be searched (pockets, bags, shoes etc). No member of the school community will conduct a search that reveals a student’s underwear or skin (beyond shirt sleeves).

Staff will confiscate and retain a student’s property if it is a banned item or any item being used to cause harm to self or others, damage to property, or disruption to the maintaining of a purposeful learning environment. For any confiscated item that is not deemed to be dangerous or potentially / known to be illegal, the confiscating staff member is required to make a proportionate and fair decision about what happens next with the item, for example:

• returning the item to the student at the end of that lesson
• returning the item to the student at the end of that day
• escalating the issue to a member of the year team / senior leadership team
• discussing with the student’s family about how best to return or dispose of the item

Retention of, damage to or disposal of a student’s personal property should not be used as a sanction and confiscation, including how the confiscation is followed up, should only be used to ensure the maintenance of a safe and purposeful learning environment.

Mobile Phones / Devices

Pupils are not allowed to bring their mobile phones to school - for their own safety and security and for the comfort and peace of mind of others.

Screening

• If a student refuses to be screened, the school may refuse to have the student on the premises. Health and safety legislation requires a school to be managed in a way which does not expose students or staff to risks to their health and safety and this would include making reasonable rules as a condition of admittance.
• If a student fails to comply, and the school does not let the student in, the student’s absence will be treated as unauthorised. The student should comply with the rules and attend.

Power to use reasonable force  

Members of staff have the power to use reasonable force to prevent students committing an offence, injuring themselves or others, or damaging property, and to maintain good order and discipline in the classroom. Headteachers and authorised school staff may also use such force as is reasonable given the circumstances when conducting a search without consent for knives or weapons, alcohol, illegal drugs, stolen items, tobacco and cigarette papers, fireworks, pornographic images or articles that have been or could be used to commit an offence or cause harm.

The academy follows all DfE guidance for searching, screening and confiscation which can be found here:

Searching, Screening and Confiscation - Advice for Schools

Please also see the Co-op Academies Trust Positive Handling Policy for the process of searching and screening and use of reasonable force (available on the school website).

Appendix

Behaviour Blueprint

Report Cards

Character Curriculum