Co-op Academy Portland Behaviour Policy

This Governing Body were consulted on the Behaviour Policy: January 2023

Review Date: Feb 2025

Signature …………………………………………  (Chair of Governors)

Signature …………………………………………  (Headteacher)

Behaviour Policy

OVERVIEW

        Outstanding behaviour is central to everything that we do at our academy. High standards of behaviour will be  expected and promoted at all times, whether pupils are inside or outside of their classroom. All members of our staff  team will set high standards and learners will be given clear guidance about what is expected of them. The school rules  will be learnt and followed by all. To ensure that this vision is realised, the reward and sanctions policy will be used to  underpin and reinforce good behaviour.  

        We will work in partnership with parents to ensure that the school’s values become central to the lives of learners. Home  and School Agreements will promote this policy. Throughout the implementation of this policy, practice and procedure,  we will ensure that no-one is unfairly or illegally disadvantaged as a consequence of their age; disability; gender  reassignment; marriage and civil partnership; pregnancy and maternity; race; religion or belief; sex; sexual orientation.

We can only Belong, Believe, Achieve together when we are

Ready, Respectful and SAFE

Intent

This behaviour policy outlines the positive management strategies used at Co-op Academy Portland. It is expected that all children follow the behaviour policy and show positive behaviours throughout the school day. It also sets out our Co-op ‘Ways of Being’(see above).

We have consistently positive social behaviour at Co-op Academy Portland now and rapidly improving ‘behaviour for learning’. We believe that our staff’s relationships, mutual respect with the pupils and each other, and our great listening skills are instrumental in facilitating a good standard of behaviour in our children.

Good behaviour helps to support effective teaching for great learning to take place and helps our pupils feel safe and secure and able to disclose when they feel unsafe.

Effective safeguarding protocols are in place with CPOMS used as a tool to record, assess and monitor negative behaviours or a change in behaviour of children as we recognise that this may be an indicator of something else going on in their lives. Staff are trained in Keeping Children Safe in Education 2022, Guidance for Safer Working Practice 2019 and the The Equality Act 2010 which helps support and guide our staff in caring effectively for our children and understanding that a child’s behaviour is intrinsically linked to their whole well-being, their experiences to date including any trauma that we may not know about as a school.

Regular training on trauma and child development is important to us here at Co-op Academy Portland and support from external agencies are welcomed in order to effectively cater for our children so that behaviour stays positive and self-esteem stays high. Support from Caritas, Connextions and our on-site Welfare Officer supports families in times of crisis and the Co-op Academies Trust SEND team supports us with effective tailoring of our practices for those children who may present with negative behaviours due to special educational needs. The ASD, ASC and  0-19 NHS team, along with Speech and Language specialists and Educational Psychologists also support our academy with appropriate strategies which facilitate good learning and positive behaviour in our children.

We have clear expectations of high standards of behaviour from all our pupils and use a common vocabulary to support our children making good choices.

All staff promote positive behaviour management and know to detach a child’s behaviour choices from their personal identity i.e. not saying ‘you are a very hurtful boy/girl’ or ‘you are naughty’ but saying ‘that was a very hurtful choice you made’ or ‘that decision that you made was not a good choice because…’

Our Behaviour Policy Objectives:

1.         To create an ethos of good behaviour in the academy where children are happy, secure and safe, reflecting our commitment to the Co-op Ways of Being

2.         To ensure that all are treated fairly, shown respect and to promote positive relationships

3.         To help children lead disciplined lives and to understand that good citizenship is based upon good behaviour.

4.         To build a school community which values kindness, care, good humour, good temper, respect, honesty,  integrity and empathy for others

Strategies:

1.         The school rules of READY, RESPECTFUL and SAFE will be promoted at all times by staff and learners

2.         All will be taught to treat others well and their behaviour will reflect this

3.         All staff are trained in PIVOTAL behaviour strategies and consistently follow this ethos

4.         All staff conduct themselves using skills and knowledge of TRAUMA INFORMED and ATTACHMENT SENSITIVE practice

5.         Children will be taught to be polite, respectful, well-mannered and well behaved

6.         The rewards and sanctions policy will be used thoughtfully and consistently by staff to encourage and promote  good behaviour

7.         Each member of staff is held to be responsible for the good behaviour of the children in their care.

8.      The Headteacher, Behaviour Lead and Welfare Officer will involve parents at an early stage where a learner  is experiencing problems with behaviour

9.         The Headteacher, Behaviour Lead and Welfare Officer will involve outside agencies where it is appropriate,  when there is a serious problem with a learner’s behaviour

10.         In extreme cases a learner’s bad behaviour or failure to respond to help, support and other sanctions may  result in the child being excluded from school by the headteacher in accordance with the Local Authority, Children’s Service Exclusion and Suspension Guidelines

Rewards and Sanctions

This system is underpinned by the PIVOTAL behaviour ethos alongside TRAUMA INFORMED and  ATTACHMENT SENSITIVE practices.  

This accompanying document to the Behaviour Policy outlines the reward and sanction systems we  have in place to maintain outstanding behaviour in Co-op Academy Portland. Our caring ethos  ensures that every child is treated fairly according to their individual needs; occasionally, this can  lead to individual programmes to improve behaviour that lie outside our regular systems. These  adaptations are underpinned by the Equality Act (2010), overseen by the Headteacher, SENDCo, Behaviour Lead or Welfare Officer and maintained by the class teacher.

Monitoring Pupil Attitudes to Learning

Attitude to Learning Grades (ATL) are logged twice a day on a 1-5 grading system. This system is NOT PUBLIC and children are encouraged to grade themselves. If the class teacher feels that a behaviour is negative, then a PRIVATE conversation occurs to improve behaviour. Attitude to Learning Grades (ATL) are rigorously tracked by the Behaviour Lead and Welfare Officer to inform contextual classroom management and safeguarding.

Below is an overview of the system:

Attitude to Learning Grades

REWARDS

Positive Praise (All Staff)

Our children revel in positive attention and class teachers must positively praise children whenever possible.  It is imperative for the success of this policy that staff recognise consistently good behaviour. Well-directed  praise establishes social norms and a compliant classroom culture. All praise should be underpinned by our  whole school rules of Ready, Respectful and Safe.

Class Dojo (Teaching Staff)

Class Dojo acts as an incentive to ensure consistently good behaviour is rewarded. It is an online tool that  uses fun avatar monsters to collect points for each pupil. It is visual, stimulating and fun. Children receive  class dojo points for specific areas such as: being on task, helping others, participating. Icons can also be  set by the class teacher depending on the class focus, for example: helping others, perseverance,  remaining on task and managing distractions. Points can be given by teaching staff during any learning  time. Class Dojo points will NEVER be deducted as a consequence of undesirable behaviours. In every  class, the child with the highest number of Dojo points each week will have a ‘Milkshake Monday’  experience during the subsequent Monday morning breaktime with the Headteacher or Behaviour Lead.

Attitude to Learning Rewards (Behaviour Lead)

Although this is primarily a monitoring system, the three children, from each class, with the most 1’s at the  end of each half-term will enjoy a ‘one off outdoor pursuit experience’ of their choice.

Celebration Assembly (Headteacher)

Weekly assemblies are held every Friday. Certificates are given out to reward outstanding work or  behaviour. Certificates are also given out regularly for children who are demonstrating the Co-op Ways of  Being: Do what matters most; Be yourself, always; Show you care; Succeed together.

Restorative Sanctions

Sanctions are decided by the class teacher based upon the severity of low-level class behaviour. Before a sanction is administered, a scripted and stepped process is followed by each staff member that is based around a calm, consistent and agreed solution – focussed approach.

Restorative Sanctions provide a purposeful opportunity for a child to repair their relationship with the party  that they have let down. For example, if a child has disrupted the learning of a lesson, they may be asked to  sharpen the colouring pencils during their breaktime to offset that lost learning time. Research shows that  the opportunity cost of this inconvenience and this purposeful repair will support the child to take responsibility for their poor choices. This will result in a child’s decision-making improving in the next learning  session.

If behaviour doesn’t improve through this process, then a RESTORATIVE CONVERSATION is facilitated by the Behaviour Lead. Each RESTORATIVE CONVERSATION centres around teaching the child the skills needed to  improve their behaviour and discusses the impact of the behaviour on themselves and others. The  Headteacher and Behaviour Lead will regard each case based upon the needs of the child (diagnoses,  personal circumstances etc.) and can alter the standard procedure accordingly.

There is also a system of ‘step-out’ for children who need to regulate and momentarily learn in a different space. This is a progressive system that includes: learning in a settled classroom away from peers, learning in ‘the cocoon’, learning in another school (informal fixed term) and formal fixed term exclusions. The ‘cacoon’ can be a comforting place in the school which offers quiet time with the opportunity to be wrapped up/cocooned (teepee/den/library).

The Behaviour Lead also has the capacity to engage children who are consistently making poor choices in  proactive behaviour interventions. This front-footed approach can involve hot spotting a pupil’s timetable,  building a secure attachment relationship with them and coaching self-regulation alongside a pupil in their  home classroom. Such interventions, from specialist members of staff prevent behaviour from snowballing and maintain inclusive classroom learning for our most vulnerable children.

Individual Inclusion Plans for Behaviour

There are some children that have specific needs that can affect the way that they behave. We  pride ourselves on the support we provide to these children. Separate inclusion plans enable these  children to make the most of their learning time. These plans are implemented and reviewed regularly by both classroom teachers and leaders.

These plans have every child’s needs as a priority and there are procedures in place to minimise  disruption to the learning of everyone. Therefore, any child on a behaviour inclusion plan who is  disruptive in class will immediately ‘step out’ and continue their learning in a different space until their  behaviour improves.  

Pupil Attitudes at Lunchtime/Breaktime

Children will be given a 4 or 5 for inappropriate behaviour, following the same warning and de escalation procedures above. A grade 4 will be reported to the class teacher and a 5 will be logged at the office accompanied by a phone call home from the Welfare Officer. Midday Staff will follow the rules ‘The Privilege of Play’ (below):

Portland Positive Behaviour Policy - ‘A Policy on a Page’:

Equity

Every child is expected to follow our behaviour system, but there will be children for whom it is fair and equitable to put 'reasonable adjustments' in place before the next stage of sanction is met. This may be due to special educational needs, medical reasons or developmental trauma. Meetings with the class teacher, SENDCo and parents/carers will be called to discuss appropriate next steps and strategies. Academy staff will work hard to support all children to help them meet the behaviour targets of the school, utilising a number of strategies which may include seeking support and advice from outside agencies, offering alternative, bespoke curriculums and part-time timetables where appropriate; these strategies will be discussed and agreed with all stakeholders. In instances in which it has been decided that a part-time timetable is the most appropriate course of action, the timetable will be reviewed daily in order to assess progression to the next stage, increasing the amount of time within the academy. The aim will be to move to the next stage as quickly as possible as long as the pupil is coping successfully. Sending pupils to alternative provision may also be considered, however, advice and guidance from outside agencies

Equal Opportunities 

Every child is expected to follow our behaviour system, but there will be children where it is fair and equitable to put ‘reasonable adjustments’ in place before the next stage of sanction is met. This may be due to special educational needs or medical reasons or developmental trauma.

Meetings with teacher, SENDCo and parents/carers will be called to discuss appropriate next steps and strategies. Academy staff will work hard to support all children to help them meet the behaviour targets of the school. On very rare occasions, it may be agreed that Co-op Academy Portland is not an appropriate setting for this pupil. This will not be a single person’s decision and academy leaders, governors and Trustees will be a part of this process.

Reporting a concern

There is a button on the homepage of our website for immediate reporting of any concern from pupils or parents; to help us monitor behaviours or safeguarding concerns quickly and effectively.

Working Towards our ‘Ways of Being’

Children get praised and rewarded for following our ‘Ways of Being’. There is no set rule to follow as to which children are awarded which incentive, and individual teachers will know and understand their children best as to which method is the most effective for eliciting a positive response but on the whole Dojos are awarded for succeeding together (as the children are working together as a Forest House) and Co-op Coins are awarded for individual effort and endeavour (or doing what matters most).

Our children know our ‘Ways of Being’.

They are very important to us.

Do what matters most

Be yourself always

Succeed together

Show you care

The following positive behaviours show our ‘Ways of Being’:

1. Work hard and focus on learning
2. Doing my best work
3. Positive behaviour choices
4. Coming to school everyday and on time
5. Taking pride in myself and my community
6. Asking for help
7. Being a good friend
8. Being honest
9. Being a team player
10. Being respectful
11. Being honest and telling the truth
12. Being kind and polite

Pupils will be rewarded within class when they demonstrate the ‘Ways of Being’ by being named on the class “Ways of Being” wall. Pupils can be selected by other pupils or staff.  One child will be nominated each week from the wall to receive a “Ways of Being” certificate in the weekly assembly.

Houses

Our pupils are allocated into beach ‘houses’ which links to our academy’s outdoor learning curriculum and our plans for beach visits with our minibus; our classes are named after trees that grow on our school site.

Our ‘house’ names are from local areas of natural beauty which are from all 4 corners of the Wirral peninsula. They are:

• Caldy House
• Thurstaston House
• Leasowe House
• Hoylake House

Children will work hard together as a team (cooperators) for their Dojos (house points) to gain a collective reward. This will impact on promoting the Cultural Capital of our children too, because as well as the weekly assembly prize, children from Houses can make decisions for their classmates on class trips or class visits or make use of the local area or choose which visitor to invite into the class. The teacher will facilitate a real team spirit through the Houses and ensure that leading houses over a half term/term can make decisions for the whole class. Teachers can incentivise the Houses at a class level in any way they see fit; the purpose is to ‘succeed together’.

School Minibus Excursions

Our School Bus will be arriving October 2023 (delayed due to global transport issues) but will feature highly in our intrinsic rewards approach. Regular weekly excursions to impact on improved vocabulary and an increased cultural capital will drive our minibus initiative but we are excited to explore a range of opportunities to promote school leadership and support our ‘Play is a Privilege’ model.

Student Leadership

We are excited for our Student Leadership programmes including:

Student Leadership roles are:

• Peer Mentors
• Head Girl/Boy and Deputy Head Girl/Boy
• Librarians
• Outdoor Learning Assistants (called MSE Leaders)
• Academy Monitors
• Nursery Monitors
• Play Leaders
• Review Crew (book reviewers)

We have successfully been awarded with a scholarship for the Skills-Builder programme to develop the skills associated with having a successful career.

We believe that our children benefit from our wide and varied leadership roles available in the school and we are mindful about the children who are chosen, how they are chosen and ensure we gain insight from the children’s perspective to ensure that all children (even the reluctant leaders) have a go at these jobs/roles.

Role of Lunchtime Staff

Lunchtime staff will congratulate children, give stickers out and PraisePadz certificates to children demonstrating our ‘Ways of Being’ and showing good playtime or lunch-hall behaviour. Dojos to be given out readily where children are playing well together and co-operating effectively (Dojo card to be used).

Lunchtime staff can recommend a pupil for a certificate where they have demonstrated personal effort or achievement. This will be passed onto the class teacher.

Lunchtime staff will follow the ‘Privilege of Play’ rigorously (keeping a copy on them at all times to support language and expectations).

Low-level playtime disruptive behaviours will be addressed by midday staff in a calm and exploratory (and non-judgmental) manner. Increased volatility of behaviour will call for support from Midday Supervisor Mrs Hall and/or Behaviour Lead Mr Jenkins.

Mrs Peace will be called when there is dangerous play or unmanageable behaviours demonstrated and parents are needed to be called

Lunchtime staff will engage in play - proactive in building rapport and relationships particularly with blended classes.

On returning back to the class after lunchtime, the children will present their Dojos to the teacher and class councillor will hand the liaison notebook to the classteacher so he/she is up to speed with any lunchtime incidents or recommendations for certificates (behaviour for learning a priority). The teacher will choose an appropriate time to discuss the lunchtime reward - or incident - with the individuals at some point in the afternoon (parents may be shared with the information at the end of the day).

Midday Supervisor to meet with Head weekly to discuss behaviour choices and address strategic issues.

Classroom Expectations

In our academy, we never shout at individual pupils.

We expect children to follow the Co-op Ways of Being.

The ‘Ways of Being’ drive our behaviour standards, our passion for learning and the choices we make. Doing what matters most is powerful in every situation as it supports us in promoting being kind, respectful, owning up, being honest, learning hard, learning fast and making a difference to their own lives and the lives of everyone in their community.

We need our children to know that education will open doors for them. And that honing and polishing key skills will set them up for a life away from poverty and poor mental health, and will ensure that our high expectations influence our children to try harder, never give up and shoot for the stars!

Consequently our classwork shows all of our efforts and tries to promote the process of trying hard and getting better… Teachers praise the process and not always the end product and use words of encouragement and the plethora of praise strategies on offer to them to help support their self-esteem and self-confidence.

We do however expect children to try their best in all activities. If they do not do so, class leaders may ask them to redo a task. If they do not do so, we ask them either to move to a place nearer the teacher, or to sit on their own within a supervisory context. Children can choose this option with their teacher’s agreement in order to regain concentration again.

The safety of the children is paramount in all situations. If a child’s behaviour endangers the safety of others, the class teacher stops the activity and prevents the child from taking part for the rest of that session. The class may be inversed (class removed from child displaying poor behaviours) but senior leader support can be called upon at all times via our Walkie Talkie system.

Class Differences

The class teacher discusses the school rules with their class. In addition to the school rules, each class teacher will have their own classroom code (or Golden Rules), which is agreed by the children. In this way, every child in the school knows the standard of behaviour that we expect in our school but their own class rules help to support their camaraderie and teamwork.

If there are incidents of anti-social behaviour, the class teacher discusses these with the whole class during ‘circle time’.  Co-op Academy Portland employs a restorative justice approach which can enable children to think through the impact of his/her actions.

Our academy does not tolerate bullying of any kind. If we discover that an act of bullying or intimidation has taken place, we act immediately to stop any further occurrences of such behaviour.

All members of staff are aware of the regulations regarding the use of force by teachers, as set out in DfEE Circular 10/98, relating to section 550A of the Education Act 1996: The Use of Force to Control or Restrain Pupils . The actions that we take are in line with government guidelines as clarified in DFE document Use of reasonable force (July 2013).

Individual Behaviour Risk Assessment

Where a child is in receipt of a personal behaviour plan, all staff will follow the process as detailed within the plan to ensure the child’s needs are met. The personal behaviour plan will be shared with all necessary staff members including lunchtime staff, to ensure a consistent approach. This is particularly important in Covid times. (See Appendix)

For high-level vulnerable children with significant behaviour needs, a STAR analysis chart will be completed to ensure consistency in implementing a new strategy and to review its impact over time (see Appendix). These children need above and beyond care and specialist support to get back functioning in the mainstream classroom where possible.

‘BLOOM ROOM’ (Nurture Base)

The nurture base has been developed to support pupils' social, emotional and mental health whilst maintaining a focus on academic learning. Pupils enter the nurture base after consultation. It offers intensive, well-structured teaching and support, so that pupils can learn to manage their own behaviour, to build positive relationships with adults and with other pupils and to develop strategies to help them cope with their emotions. Pupils are encouraged to achieve their best. The premise of the nurture base is to reintegrate pupils back into their mainstream classrooms.

Supporting children with challenging behaviour through a nurture group approach

‘Cocoon Room’ (Sensory and Play/Movement regulation)

This room is being developed but will be used with our children who occasionally need a more physical approach to deescalating. Children will always be supported by a Welfare Assistant in this room.

The Role of the Class Teacher

It is the responsibility of the class teacher to ensure that the school rules are enforced in their class, and that their class behaves in a responsible manner. They will ensure that the Behaviour Ladder sanctions are upheld consistently and that reasonable adjustments for certain children are always considered.

Our class teachers in our academy have high expectations of the children, and ensure that all children work to the best of their ability. They treat each child fairly and ensures that the classroom code is met consistently. Teachers treat all children in their class with respect and understanding.

Our class teacher liaises with external agencies, as necessary, to support and guide the progress of each child. The class teacher may, for example, discuss the needs of a child with the education social worker or the Behaviour Support Service. They report to parents/carers about the progress of each child in their class, in line with the whole–school policy and record incidents on CPOMS as soon as possible, by the end of school day at the very latest, regularly to build up effective behaviour pictures of every child.

Consistent Language we use for Consistent Behaviour

We are developing our approach to instructional vocabulary in and around the classroom to help support transition around the school and between the different class teachers. RWInc vocabulary such as ‘Team STOP’ and ‘Magnet eyes’ can be heard being used from every practitioner.

The role of the Headteacher

It is the responsibility of the Headteacher, under the School Standards and Framework Act 1998, to implement the school behaviour policy consistently throughout the school, and to report to governors, when requested, on the effectiveness of the policy. It is also the responsibility of the Headteacher to ensure the health, safety and welfare of all children in the school.

The Headteacher supports the staff by implementing the policy, by setting the standards of behaviour, and by supporting staff in the implementation of the policy.  She carries out regular classroom visits and leads ‘Expectations’ assemblies and discusses children’s behaviour at lunchtimes and playtimes whenever staff require further support.

The Headteacher has the responsibility for giving ‘Suspensions’ (previously known as Fixed-Term Exclusions) to individual children for serious acts of misbehaviour. This may lead to managed moves to alternative settings or Permanent Exclusion.

Some types of behaviour that will result in being removed from lessons are:

- Initiating fighting, hate crime e.g. racial or homophobic and bullying of any kind, saying the c-word or the tw-word in ANY circumstance (this is considered to be sexually harmful vocabulary), throwing chairs, shoving tables, slamming doors, destructive behaviour, intimidating behaviour to classmates, ongoing bullying to another pupil (determined through thorough investigation), repeating lower-level behaviours continually without improvement.  

In summary:

• Physical assault against a pupil or adult
• Verbal abuse/threatening behaviour against a pupil or adult
• Bullying
• Damage/theft
• Persistent disruptive behaviour
• Drug and alcohol related behaviour
• A serious breach or persistent breaches of Behaviour Policy;
• Serious harm to education and welfare of pupils or others;
• Serious or threatened violence against another pupil or member of staff;
• Possession of or supplying an illegal drug;
• Carrying an offensive weapon;
• Use or threatened use of an offensive weapon;
• If allowing the pupil to remain in school would seriously harm the education or welfare of others.
• Behaviour inside or outside of school that brings the school’s reputation into disrepute (this is particularly serious where other parents remove their child (or threaten to) from the school)

If a child demonstrates this behaviour then they will go straight to the Headteacher in the first instance. The Headteacher will conduct further investigations if necessary and may choose to isolate the child from the rest of the class (in the school office) for the rest of the morning/afternoon/day depending on severity or at the very least until he/she calms down and regains composure and reflection again. He/she will miss all breaks and lunchtimes and will not represent the school at all if poor behaviour allegations are found to be true. No Student Leadership role can be carried out with no internal/external representation of the school at all (no enrichment club, after school care, no swimming, no inter-school matches etc).

Parents will be informed and behaviours recorded on CPOMS and stay on the child’s file for secondary school where appropriate. Following internal exclusion, the Behaviour Team may choose to put the pupil ‘on report’ to monitor behaviour over time (see Appendix). Further behaviours demonstrated may result in a full suspension being issued where the child works from home and is not welcome to attend school in person. This is considered to be a very serious consequence.

When the Headteacher permanently excludes a child, the school governors and parents will have been notified.  The Headteacher attends the latest training from the Trust on exclusions and the law.  Before a permanent exclusion is made the Headteacher will consider a managed move in line with the Trust agreed policy (LA policy). See Appendix

Fixed-Term and Permanent Exclusions (The Legal Part)

Co-op Academy Portland follows the Co-op Academies Trust Exclusion Policy.

(click here for Trust policies including Exclusion Policy)

Only the headteacher/principal, or head of school, can exclude a pupil. A permanent exclusion will only be made as a last resort. The behaviour of a pupil both inside and outside school can be considered grounds for an exclusion.

A fixed-period exclusion can also be for parts of the school day. For example, if a pupil’s

behaviour at lunchtime is disruptive, they may be excluded from the school premises for

the duration of the lunchtime period.

We are aware that off-rolling is unlawful. Ofsted defines off-rolling as: “…the practice of removing a pupil from the school roll without a formal, permanent exclusion or by encouraging a parent to remove their child from page 1 Exclusions Policy - March 2021 the school roll, when the removal is primarily in the interests of the school rather than in the best interests of the pupil.”

We are committed to following all statutory exclusions procedures to ensure that every

child receives an education in a safe and caring environment. A decision to exclude a pupil will be taken only:

• in response to serious or persistent breaches of the school’s behaviour policy

• if allowing the pupil to remain in school would seriously harm the education or welfare of others

Before deciding whether to exclude a pupil, either permanently or for a fixed period, the

headteacher will:

• consider all the relevant facts and evidence, including whether the incident(s) leading to the exclusion were provoked
• allow the pupil to give their version of events, where practical
• consider if the pupil has special educational needs (SEN)

We will take care to ensure that a decision to exclude does not involve any kind of discrimination, as defined by the Equality Act 2010. We will not discriminate against pupils on the basis of protected characteristics, such as disability or race. The academy will make reasonable adjustments for managing behaviour which is related to a pupil’s disability. Where exclusion needs to be considered, the academy will ensure that a pupil with a disability is able to present his or her case where the disability might hinder this.

We recognise that disruptive behaviour can be an indication of unmet needs. Where we have concerns about a pupil’s behaviour, we will try to identify whether there are any causal factors and try to intervene early in order to reduce the need for a subsequent exclusion. (Please see Appendix 6 for sample letters to parents regarding fixed term or permanent exclusions)

The Role of Parents/Carers

The school works collaboratively with parents and carers, so children receive consistent messages about how to behave at home and at school.

We explain the school rules in the school prospectus, and we expect parents to read these and support them.

We expect parents to support their child’s learning, and to cooperate with the school. We try to build a supportive dialogue between the home and the school, and we inform parents immediately if we have concerns about their child’s well-being or behaviour.

We ask that parents keep school informed about home life situations that may impact on how their son or daughter or ward behaves in school.This is to help us put the right things in place for the child or children and monitor changes in behaviour effectively.

If the school has to use reasonable sanctions, we will ensure that parents understand the reasons why and we will work hard to support the family through the difficult period. If parents have any concern about the way that their child has been treated, or about the fairness of our actions or sanctions they should contact the Deputy Head. If the concern remains, they should contact the Headteacher. If these discussions cannot resolve the problem, a formal grievance or appeal process can be implemented to the Governors. Office Staff will support parents with this process in an impartial manner.

At the beginning of the year, children are expected to complete our Home-School Agreement where concerns are being raised about conduct and behaviour choices (or demonstrations).

The Role of Governors

The governing body has the responsibility of setting down these general guidelines on standards of discipline and behaviour, and of reviewing their effectiveness. The governors support the Headteacher in carrying out these guidelines.

The Headteacher has the day-to-day authority to implement the school behaviour and discipline policy, but governors may give advice to the Headteacher about particular disciplinary issues. The Headteacher must take this into account when making decisions about matters of behaviour.

The Chair of Governors regularly completes a ‘Behaviour Slice’ to document the behaviours of children at one particular place at one particular time; SLT will review this at a later point.

Regional Director and Trustees will complete a Safeguarding and Culture Audit to monitor the progress of behaviour improvements and culture changes at Portland; this is disseminated to all staff, parents, governors and children.

Monitoring

The Headteacher monitors the effectiveness of this policy on a regular basis. She also reports to the governing body on the effectiveness of the policy and, if necessary, makes recommendations for further improvements every April.

The Headteacher keeps a record of any pupil who is excluded for a fixed-term, or who is permanently excluded.

It is the responsibility of the governing body to monitor the rate of exclusions, and to ensure that the school policy is administered fairly and consistently.  The Headteacher reports termly on these matters to the Governing Body.

Anti-Bullying

At School we provide a safe supportive environment in which to learn. We have clear behaviour standards, adhere to our ‘Ways of Being’ to support good decision-making and take all bullying allegations seriously.

Our children feel safe and supported (Pupil Voice Nov 2020, Parent Voice Mar 2021) and know who to turn to for support with friendship issues or bullying concerns. Our teachers know to share any bullying disclosures with the Deputy Head immediately and once a thorough investigation has been conducted and parents informed sanctions will be given to children being unkind and not showing that they care.

We have an Anti-Bullying Charter which was produced by our school council in consultation with other children and this is promoted widely by our staff.

We are working toward The Diana Award where our children are trained as Anti-Bullying Ambassadors to raise bullying awareness even further in our school.

We record all serious behaviour incidents on CPOMS (our online monitoring platform). Through our behaviour and anti-bullying policies we hope to ensure that victims of bullying receive support to increase their self-esteem and social skills, and that bullies develop social skills and are helped to change their negative behaviours.

Online Behaviour

In our world of online learning and remote activities, it is important that our children know how to behave online and know how to keep themselves and their identity safe, and how to regulate how much time is spent online too - as this can be a cause of poor behaviour in school.

Our school councillors have written an Online Safety Charter which our children know to follow and all staff recognise that online behaviours need to be explored regularly in order to remind our children how to conduct themselves away from school in the digital world.

E-Aware

Online Safety Complaints

Complaints of Internet misuse will be dealt with by a senior member of staff. Any complaint about staff misuse must be referred to the Headteacher. Complaints of a child protection nature must be dealt with in accordance with school child protection procedures. Pupils and parents will be informed of the complaints procedure.

Online Access via Mobile Phones

Rules for Internet access will be posted in the ICT Suite and around school. Pupils will be informed that Internet use will be monitored. Our policy is no mobile phones allowed in school, however if a child brings a phone to school it is to be given to a member of staff immediately for safe keeping.  The child will not be allowed to use the phone during school time.

Online Safety in School

We have an online filtering service employed at the school where certain restrictions are in place for some key prohibited words, however we do not over censorise and certain words will not be filtered at such a high level but an immediate alert will be sent to the school via an email and a phone call to the school office from our web-secure company Smoothwall.

Out of School Behaviour at Co-op Academy Portland

We believe strongly in working with parents/carers in all aspects of behaviour whether positive or negative. When a child is wearing our school uniform then they represent our school and everybody linked to the school. Therefore, behaviour that is positive will be praised and negative or anti-social behaviour will be dealt with suitably (following our Behaviour Ladder of sanctions). By working together with parents and carers, we hope that they support our behaviour policy and encourage impeccable behaviour when outside of school in their uniforms.

Attendance

We know that attending school regularly and on-time positively affects educational outcomes and is a life-skill which impacts on later life jobs.

We work hard to encourage our families to support their children coming to school on time, and we share our school attendance with our families regularly celebrating when we have a full school in.

We know that children who are engaged in school and feel successful here will have a greater influence at home in wanting to attend school on time and if problems and fall-outs and bullying allegations are made, dealing with them swiftly and effectively can really support a child’s attendance.

We commend our children for being on time with good overall attendance but we are mindful that school decisions are ultimately made by parents and carers and therefore a great effort is made not to accost the child when they are late in but address our concerns with their grown-up at home. Feeling awkward entering a classroom late can make a child not want to attend at all and we would prefer our children late - than not at all.

Screening and Searching Pupils

We will follow the advice from the Government Searching, Screening and Confiscation.

Power to Use Reasonable Force

We will follow the advice from the Government guidelines on the use of reasonable for in schools. We also have a Positive Handling Policy which outlines when we would physically intervene with a pupil in our school - this is always to care for, protect and safeguard our children.

Staff Behaviour

We will follow the Co-op Academies Trust Colleague Code of Conduct.

Conclusion

Our school is very proud of the behaviour of our pupils. A positive approach to behaviour with a vibrant rewards culture ensures that poor behaviour is rare. We know our pupils very well and our caring approach to education maintains a peaceful and calm atmosphere within the school. Pupils enjoy attending our school and we will continue to provide a safe and purposeful environment, as we strongly believe that this is what our children need and deserve.

Equality Statement

The governors and staff are committed to providing the full range of opportunities for all pupils, regardless of the nine protected characteristics. Our school, curriculum and ethos includes activities appropriate to the age and development of our pupils that will help to prepare them positively for life in Modern Britain and which actively promote the fundamental British Values.

Review

The governing body reviews this policy every two years. The governors may, however, review the policy earlier than this, if the government introduces new regulations, or if the governing body receives recommendations on how the policy might be improved.

Appendix Page

Our 'Ways of Being Co-op' are four short phrases that sum up how we do things:

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

Appendix 1

 Why a child may lose part of their lunchtime:

• Unkind behaviour such as: hurting other people verbally or physically; not looking after other people’s belongings, name-calling, telling hurtful lies;
• Disruptive behaviour such as: talking when they should be listening; interrupting; not settling to work; distracting others; tapping, fidgeting, swinging on chair;
• Online cyber bullying (to consult on);
• Unsafe behaviour such as: not walking around school sensibly; using equipment in the wrong way; play fighting.

Why a child may lose all of their lunchtime:

• More serious unkind behaviour such as: deliberately hurting other people verbally or physically; bullying; stealing; destroying other people’s belongings;
• More serious disruptive behaviour such as: continually preventing others to be able to get on with their work during lessons or their games during playtime; refusing to follow and instruction given by an adult;
• More serious unsafe behaviour such as: fighting; refusing to do what a member of staff has asked; leaving the classroom or playground without permission.

Why a child may be removed from their class:

• Severe unkind behaviour such as: physical assault; verbal abuse; on-going bullying;
• Severe disruptive behaviour such as: total refusal to do what a member of staff has asked;
• Severe unsafe behaviour such as: leaving the school without permission; a need to remove pupil or other pupils from a specific area in school in order to maintain the safety of all.

Why a child may receive an exclusion (fixed term or permanent):

• A serious breach or persistent breaches of Behaviour Policy;
• Serious harm to education and welfare of pupils or others;
• Serious or threatened violence against another pupil or member of staff;
• Possession of or supplying an illegal drug;
• Carrying an offensive weapon;
• Use or threatened use of an offensive weapon;
• If allowing the pupil to remain in school would seriously harm the education or welfare of others.
• Behaviour outside of school that brings the school’s reputation into disrepute

Appendix

ATL Monitoring sheet and Analysis

STAR Analysis of high-level intervention impact

Risk Assessment          

Risk Assessment - Behaviour

Pupil ‘On Report’ log

Appendix 6

LA Exclusion Letters

Model letter 1 (FIXED TERM EXCLUSION)

From head teacher (or Principal of an Academy) notifying parent of a fixed period exclusion of 5 school days or fewer in one term, and where a public examination is not missed.

Dear (Parent’s name)

I am writing to inform you of my decision to exclude (Child’s Name) for a fixed period of (specify period). This means that he/she will not be allowed in school for this period. The exclusion begins/began on (date) and ends on (date).

I realise that this exclusion may well be upsetting for you and your family, but the decision to exclude (Child’s Name) has not been taken lightly. (Child’s Name) has been excluded for this fixed period because (reason for exclusion).

(For pupils of compulsory school age)

You are responsible and have a duty to ensure that your child is not present in a public place during the school hours of this exclusion (specify dates) without reasonable justification. If you fail this duty you may be prosecuted or receive a fixed penalty notice (fine).  

We will set work for (Child’s Name) to be completed on the days specified above. (Detail the arrangements for this). Please ensure that work set by the school is completed by (child’s name) and returned to us promptly for marking.

You have the right to make representations about this decision to the Governing Board. If you wish to make representations, please contact (Name of Contact) on/at (Provide contact details – address, phone number, email) as soon as possible.

Whilst the Governing Board has no power to overturn the Headteacher’s decision, they must consider any representations you make and may place a copy of their findings on your child’s school record.

You should also be aware that if you think the exclusion relates to a disability your child has, and you think disability discrimination has occurred, you have the right to appeal, and/or make a claim, to the First-tier Tribunal (Special Educational Needs and Disability) ( https://www.gov.uk/courts-tribunals/first-tier-tribunal-special-educational-needs-and-disability) or in the case of other forms of discrimination to the County Court.

(This note relates to the paragraph below and applies to all fixed period exclusions of primary-aged pupils and may also be used for fixed period exclusions of up to 5 days for secondary aged pupils if the Headteacher chooses to hold a reintegration interview.)

You (and pupil’s name) are invited to attend a reintegration interview with me (alternatively, specify the name of another staff member) at (place) on (date) at (time). If that is not convenient, please contact the school (within the next ten days) to arrange a suitable alternative date and time. The purpose of the reintegration interview is to discuss how best your child’s return to school can be managed.  Failure to attend a reintegration interview will be a factor taken into account by a magistrates’ court if, on future application, they consider whether to impose a parenting order on you.

(For academies) – Please provide details to the parent explaining your school’s policy in relation to any request made by them for access to their child’s educational school record.  

Pupils (attending any type of school) have a right of access under the Data Protection Act to their own information through a ‘subject access request’. Requests should be put in writing to the school however in some instances requests may be denied (e.g. due to child’s mental capacity and maturity or risk of harm).

A response to a written request should be received within 15 school days.

You may wish to contact Wirral Local Authority for exclusion advice on telephone number 0151 666 4398.

You may find it useful to read the statutory guidance on exclusions which you will find on (https: www.gov.uk/government/publications/school-exclusion).

You may also find it useful to contact:

• Coram Children’s Legal Centre:  www.childrenslegalcentre.com
• Advisory Centre for Education (ACE) (http://www.ace-ed.org.uk) or their advice line service on 03000 115 142 on Monday to Wednesday from 10.00 am to 1 pm during term time.
• (https://councilfordisabledchildren.org.uk/information-advice-and-support-services-network/about), the National Autistic Society@nas.uk),or Independent Parental Special Education Advice (http://www.ipsea.org.uk/).
• Wirral SEND Partnership:  www.wired.me.uk. Telephone number 0151 522 7990.    

(Child’s Name)’s exclusion expires on (date) and we expect (Child’s Name) to be back in school on (date) at (time).

Yours sincerely

(Name)

Headteacher/Principal

Model letter 2 (FIXED TERM EXCLUSION >15 DAYS)

From Head teacher (or Principal of an Academy) notifying parent(s) of a pupil of that pupil’s fixed period exclusion/s of more than 5 school days (up to and including 15 school days) in a term.

Dear (Parent’s name)

I am writing to inform you of my decision to exclude (Child’s Name) for a fixed period of (specify period). This means that (Child’s Name) will not be allowed in school for this period. The exclusion start date is (date) and the end date is (date). Your child should return to school on (date).

I realise that this exclusion may well be upsetting for you and your family, but my decision to exclude (Child’s Name) has not been taken lightly. (Child’s Name) has been excluded for this fixed period because (specify reasons for exclusion).

(For pupils of compulsory school age)

You are responsible and have a duty to ensure that your child is not present in a public place during the first five school days of this exclusion (specify dates) without reasonable justification. If you fail this duty you may be prosecuted or receive a fixed-penalty notice (fine). We will set work for (child’s name) to be completed on the days specified above (Detail the arrangements for this).

Please ensure that work set by the school is completed by (child’s name) and returned to us promptly for marking.

From the 6th school day of (child’s name) exclusion (specify date) until the expiry of this exclusion we – (set out the arrangements if known at time of writing, if not known state that the arrangements will be notified shortly by a further letter.) will provide suitable full-time education. On (date) he/she should attend (give name, contact number and address of the alternative provider if not the home school) at (specify the time – this may not be identical to the start time of the home school) and report to (staff member’s name). (if applicable – say something about transport arrangements from home to the alternative provider. If not known, say that the arrangements for suitable full -time education will be notified by a further letter).

Note to headteacher: (If the pupil has received consecutive fixed-period exclusions, these are regarded as a cumulative period of exclusion. This means if a pupil has more than five consecutive school days of exclusion, then education must be arranged by the school for the sixth school day of exclusion, regardless of whether this is a result of one fixed -period or more than one fixed-period exclusion).

You have the right to request a meeting of the school governing board’s disciplinary committee to whom you may make representations. As the period of this exclusion is more than 5 school days in a term the disciplinary committee must meet if you request it to do so. The latest date by which the disciplinary committee must meet is (specify date – no later than the 50th school day after the date on which the disciplinary committee received notice of this exclusion). If you do wish to make representations to the governing board’s disciplinary committee and wish to be accompanied by a friend and/or representative, please contact (Name of Contact) on/at (provide contact details – address, phone number, email), as soon as possible. Please advise if you have a disability or special needs which would affect your ability to attend or take part in a meeting at the school. Also, please inform (contact) if it would be helpful for you to have an interpreter present at the meeting.

You should also be aware that if you think the exclusion relates to a disability your child has, and you think disability discrimination has occurred, you have the right to appeal, and/or make a claim, to the First-tier Tribunal (Special Educational Needs and Disability) (https://www.gov.uk/courts-tribunals/first-tier-tribunal-special-educational-needs-and-disability) or in the case of other forms of discrimination to the County Court.

Making a claim would not affect your right to make representations to the disciplinary committee. (Not mandatory for fixed period exclusions of five days or fewer of secondary aged pupils)

You and (child’s name) are invited to attend a reintegration interview with me (alternatively, specify the name of another staff member) at (place) on (date) at (time). If that is not convenient, please contact the school before your child is due to return to arrange a suitable alternative date and time. The purpose of the reintegration interview is to discuss how best your child’s return to school can be managed. Failure to attend a reintegration interview will be a factor taken into account by a Magistrates Court if, on future application, they consider whether to impose a parenting order on you.

(Maintained schools). You have a right to access a copy of your child’s educational record. Due to confidentiality restrictions, you must notify me in writing if you wish to be supplied with a copy. There may be a charge for photocopying.

You should receive a response to your written request within 15 school days.

Note: (Academies – Please provide details to the parent explaining your school’s policy in relation to any request made by them for access to their child’s educational school record).

Pupils attending any type of school have a right of access under the General Data Protection Regulations (GDPR) to request their own information through a ‘subject access request’. Requests should be put in writing to the school however in some instances, requests may be denied (e.g. child’s mental capacity or maturity or risk of harm).

A response to the written request should be received within 15 school days.

You may wish to contact Wirral Local Authority for exclusion advice on telephone number 0151 666 4398. 

You may find it useful to read the statutory guidance on exclusions which you will find on (https://www.gov.uk/government/publications/school-exclusion).  

You may also find it useful to contact:

• Coram Children’s Legal Centre:  www.childrenslegalcentre.com
• ACE Education (http://www.ace-ed.org.uk) or their advice line service on 03000 115 142 on Monday to Wednesday from 10.00am to 1 pm during term time.
• (https://councilfordisabledchildren.org.uk/information-advice-and-support-services-network/about) (0808 800 4002 or school exclusions@nas.org.uk)
• Wirral SEND partnership:  www.wired.me.uk 0151 522 7990  

Child’s Name)’s exclusion expires on (date) and we expect (Child’s Name) to be back in school on (date) at (time).

Yours sincerely,

Head teacher/ Principal

Model letter 3 (FIXED TERM EXCLUSION >15 DAYS IN ONE TERM)

From headteacher (or principal of an academy) notifying parent of a fixed period exclusion of more than 15 school days in total in one term.

Dear (Parent’s name)

I am writing to inform you of my decision to exclude (Child’s Name) for a fixed period of (specify period). This means that (Child’s Name) will not be allowed in school for this period. The exclusion begins/began on (date) and ends on (date).

I realise that this exclusion may well be upsetting for you and your family, but the decision to exclude (Child’s Name) has not been taken lightly. (Child’s Name) has been excluded for this fixed period because (reason for exclusion).

(For pupils of compulsory school age)

You are responsible and have a duty to ensure that your child is not present in a public place during school hours for the first five school days (or specify dates) of this exclusion, without reasonable justification. If you fail this duty you may be prosecuted or receive a fixed penalty notice (fine).

We will set work for (Child’s Name) during the (first five school days or specify dates) of his/her exclusion (specify the arrangements for this). Please ensure that work set by the school is completed by (child’s name) and returned to us promptly for marking.

From the *6th school day of (child’s name) exclusion (specify date) until the expiry of this exclusion we (set out the arrangements if known at the time of writing, if not known say that the arrangements will be notified shortly by a further letter) will provide suitable full-time education.

(Set out the arrangements if known at the time of writing, e.g. On (date) he/she should attend (give name and address of the alternative provider if not the home school) at (specify the time – this may not be identical to the start time of the home school) and report to (staff member’s name). (if applicable – say something about transport arrangements from home to the alternative provider) (if not known say that the arrangements for suitable full -time education will be notified shortly by a further letter).

(Note to headteacher: If the pupil has received consecutive fixed-period exclusions, these are regarded as a cumulative period of exclusion. This means if a pupil has more than five consecutive school days of exclusion, then education must be arranged by the school for the sixth school day of exclusion, regardless of whether this is a result of one fixed-period or more than one fixed- period exclusion).

As the length of the exclusion is more than 15 school days in total in one term the Governing Board must meet to consider the exclusion. At the review meeting you may make representations to the Governing Board if you wish. The latest date on which the Governing Board can meet is (date here – no later than 15 school days from the date the Governing Board received the exclusion notice) If you wish to make representations to the Governing Board and wish to be accompanied by a friend and/or representative please contact [Name of Contact] on/at [contact details – address, phone number, email], as soon as possible.

You will, whether you choose to make representations or not, be notified by the Clerk to the Governing Board of the time, date and location of the meeting. Please advise if you have a disability or special needs which would affect your ability to attend or take part in a meeting at the school. Also, please inform (contact) if it would be helpful for you to have an interpreter present at the meeting.

You should also be aware that if you think the exclusion relates to a disability your child has, and you think disability discrimination has occurred, you have the right to appeal, and/or make a claim, to the First tier-Tribunal (Special Educational Needs and Disability) (https://www.gov.uk/courts-tribunals/first-tier-tribunal-special-educational-needs-and-disability) or in the case of other forms of discrimination to the County Court.

Making a claim would not affect your right to make representations to the Governing Board.

(Mandatory for all exclusions of primary-aged pupils and those of more than 5 days of secondary aged pupils)

You and (child’s name) are invited to attend a reintegration interview with me (alternatively, specify the name of another staff member) at (place) on (date) at (time). If that is not convenient, please contact the school before (child’s name) is due to return to arrange a suitable alternative date and time. The purpose of the reintegration interview is to discuss how best (child’s name) return to school can be managed. Failure to attend a reintegration interview will be a factor taken into account by a magistrates’ court if, on future application, they consider whether to impose a parenting order on you.

(Maintained schools). You also have the right to access a copy of [Child’s Name) educational school record. Due to confidentiality restrictions, you will need to notify me in writing if you wish to be supplied with a copy.

There may be a charge for photocopying, and you should receive a response to your written request within 15 school days.

(Academies): Please provide details to parent/carer explaining your school’s policy in relation to requests for access to their child’s educational school record.

Pupils attending any type of school have a right of access under the General Data Protection Regulations (GDPR) to request their own information through a ‘subject access request’. Requests should be put in writing to the school however, in some instances requests may be denied.

You may wish to contact Wirral Local Authority for exclusion advice on telephone 0151 666 4388.

You may find it useful to read the statutory guidance on exclusions (https://www.gov.uk/government/publications/school-exclusion).

• You may also find it useful to contact: Coram Children’s Legal Centre: www.childrenslegalcentre.com
• ACE Education (http://www.ace-ed.org.uk) and their advice line service on 03000 115 142 on Monday to Wednesday from 10.00am to 1.00pm during term time.
• (https://councilfordisabledchildren.org.uk/information-advice-and-support-services-network/about), the National Autistic Society (NAS) School Exclusion Service (England) (0800 800 4002 or schoolexclusions@nas.org.uk), or independent Parental Special Education Advice ((http:www.ipsea.org.uk/)
• Wirral SEND Partnership:  www.wired.me.uk   0151 522 7990

(Name of Child)’s exclusion expires on (date) and we expect [Name of Child] to be back in school on [date] at [time].

Yours sincerely

[Name]

Headteacher/Principal

Model letter 4 (PERMANENT EXCLUSION)

From the headteacher of a primary, secondary or special school (or principal of an academy) notifying the parent(s) of that pupil’s permanent exclusion.

Dear [Parent’s name]

I regret to inform you of my decision to permanently exclude [Child’s Name] with effect from [date].

This means that [Child’s Name] will not be allowed in this school unless he/she is reinstated by the Governing Board.

I realise that this exclusion may well be upsetting for you and your family, but the decision to permanently exclude [Child’s Name] has not been taken lightly. [Child’s Name] has been excluded because [reasons for the exclusion – include any other relevant previous history].

[For pupils of compulsory school age]

You are responsible and have a duty to ensure that your child is not present in a public place in school hours during the first 5 school days of this exclusion, i.e. on [specify the precise dates] unless there is reasonable justification. You could be prosecuted or receive a fixed- penalty notice (fine) if your child is present in a public place during school hours on those dates. It will be for you to show reasonable justification.

Alternative arrangements for [Child’s Name]’s education will continue to be made. For the first five school days of the exclusion we will set work for [Child’s Name] and would ask you to ensure this work is completed and returned promptly to school for marking. [This may be different if supervised education is being provided earlier than the sixth day]. From the sixth school day of the exclusion onwards – i.e. from [specify the date] the local authority [give the name of the authority] will provide

suitable full-time education. [Set out the arrangements if known at time of writing, if not known say that the arrangements will be notified shortly by a further letter.]

(Where pupil lives in a local authority other than the excluding school’s local authority) I have also today informed (name of officer) at (name of local authority) of your child’s exclusion and they will be in touch with you about arrangements for (his/her) education from the sixth school day of exclusion. You can contact them at (give contact details).

As this is a permanent exclusion the Governing Board must meet to consider it. At the review meeting you may make representations to the Governing Board if you wish and ask them to reinstate your child in school. The Governing Board has the power to reinstate your child immediately or from a specified date, or, alternatively, they have the power to uphold the exclusion in which case you may appeal against their decision to an Independent Review Panel. The latest date by which the Governing Board must meet is (specify the date – the 15th school day after the date on which the Governing Board was notified of the exclusion). If you wish to make representations to the Governing Board and wish to be accompanied by a friend and/or representative please contact (Name of Contact) on/at (contact details – address, phone number, email), as soon as possible. You will, whether you choose to make representations or not, be notified by the Clerk to the Governing Board of the time, date and location of the meeting. Please let us know if you have a disability or special needs which would affect your ability to attend the meeting. Also, please inform (contact) if it would be helpful for you to have an interpreter present at the meeting.

If you think this exclusion relates to a disability your child has, and you think discrimination has occurred, you may raise the issue with the Governing Board

If you appeal against the Governing Board’s decision to an Independent Review Panel, the Independent Review Panel does not have the power to reinstate your child.  However, they can ask, or in some cases direct the Governing Board to reconsider their decision. If the Independent Review Panel directs the Governing Board to reconsider their decision and your child is not reinstated within ten school days, it has the power to order that a readjustment of £4,000 to the school’s budget be made.

You should also be aware that if you think the exclusion relates to a disability your child has, and you think disability discrimination has occurred, you have the right to appeal, and/or make a claim, to the First-tier Tribunal (Special Educational Needs and Disability) (https://www.gov.uk/courts-tribunals/first-tier-tribunal-special-educational-needs-and-disability) or the County Court.

Making a claim would not affect your right to make representations to the Governing Body/Board of Directors.

(Mainstream Schools) You have the right to access a copy of your child’s educational school record. Due to confidentiality restrictions, you must notify me in writing if you wish to be supplied with a copy. There may be a charge for photocopying.

You should receive a response to your written request within 15 school days.

Note: (Academies)- Please provide details to the parent explaining your school’s policy in relation to any request made by them for access to their child’s educational school record.

Pupils attending any type of school have a right of access under the General Data Protection Regulations (GDPR) to request their own information through a ‘subject access request’. Requests should be put in writing to the school however in some instances, requests may be denied (e.g. child’s mental capacity or maturity or risk of harm)

A response to the written request should be received within 15 school days.

You may wish to contact Wirral Local Authority for exclusion advice on telephone number 0151 666 4398.

You may find it useful to read the statutory guidance on exclusions which you will find on link (https://www.gov.uk/government/publications/school-exclusion).

 You may also find it useful to contact:

• Coram Children’s Legal Centre:  www.childrenslegalcentre.com
• ACE Education (http://www.ace-ed.org.uk) and their advice line service on 03000 115 142 on Monday to Wednesday from 10.00am to 1.00pm during term time)
• (https://councilfordisabledchildren.org.uk/information-advice-and-support-services-network/about), the National Autistic Society (NAS) School Exclusion Service (England) (0808 800 4002 or schoolexclusions@nas.org.uk, or Independent Parental Special Education Advice (http://www.ipsea.org.uk/).
• Wirral SEND Partnership:  www.wired.me.uk 0151 522 7990      

Yours sincerely

(Name)

Headteacher or (principal in case of an Academy)