Positive Behaviour Policy

Policy details

Date created - 24th March 2024

Date most recently reviewed by governors  -

Responsibility for review:

Contents

Policy Details        

1. Policy Statement and Purpose
2. Portland Principles and Ways of Being
3. Rights and Responsibilities
4. Developing Positive Behaviour
5. Rewards
6. Classroom Strategies and Expectations
7. Expectations around the Academy
8. Expectations outside of school
9. Consequences
10. Further Interventions and Support
11. Child on Child Abuse
12. Suspensions
13. Permanent Exclusions
14. Searching, Screening and Confiscation

Appendices

1. Behaviour Incident Coding on Arbor (MIS)
2. Portland Consequence Tariff
3. The Portland Pentagon
4. Portland Pivotal Approach
5. Portland Principles
6. Privilege Pathways
7. Key Document Links

1. Policy Statement and Purpose

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 staff will set these standards and learners will be given clear guidance about what is expected of them. The ‘Portland Principles’ will be learnt and followed by all. To ensure that this vision is realised, rewards and consequences, set out in this policy, will be used to underpin and reinforce good behaviour.

We will work in partnership with parents to ensure that the school’s ‘Character Ideals’ become central to the lives of learners. Every home and school interaction 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.

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.

This policy should be read in conjunction with the following policies (available on the Co-op Academy 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 2022

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.  Portland Principles and Ways of Being

Character Ideals

The Co-op Ways of Being are woven deep into the founding fabric of Co-op Academy Portland. All, within our academy, are guided by the following ‘Character Ideals’:

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

Portland Principles

To achieve their character potential, our children are expected to adhere to the ‘Portland Principles’:

3. Rights and Responsibilities

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.
• Under the School Standards and Framework Act 1998, implement the school Behaviour Policy consistently throughout the school, and report to Governors, when requested, on the effectiveness of the policy.
• Ensure the health, safety and welfare of all the children in the school.
• Have access to records of all reported incidents of misbehaviour.
• The Headteacher must publicise the school’s behaviour policy, in writing, to staff, parents and pupils at least once a year.
• Have the responsibility for giving fixed-term suspensions to individual children for serious acts of misbehaviour.
• For repeated or very serious acts of misbehaviour, they may permanently exclude a child.
• In the absence of the Headteacher, the Senior Leader (Behaviour) will assume responsibility for issuing fixed-term exclusions but only after seeking permission from the latter.

Senior Leader (Behaviour)

• Ensure that the ‘Behaviour Policy’, ‘Privilege Pathways’, ‘Character Curriculum’, ‘Portland Playbook’ and ‘Reward Systems’ are followed consistently throughout the school and report to the Headteacher on the effectiveness of them.
• Set the standard for exemplary practice by modelling good behaviour management and visible leadership in this area.
• Ensure that all staff promote, explicitly teach and use the vocabulary associated with the ‘Portland Principles’ as set out in the ‘Character Curriculum’.
• Support staff in managing all behaviours positively through our ‘Pivotal Approach’ and ‘Portland Playbook’, providing additional coaching and mentoring to achieve this, as and when required.
• Monitor recording of behaviour logs on Arbor, ensuring that all incidents are addressed; followed up; restorative consequences are matched; parents are informed and records are accurate.
• Maintain the ‘Portland Points’ recognition system on Arbor, ensuring that children are publicly celebrated for achieving the ‘Portland Principles’.
• Maintain the ‘Check-in Card’ system to intensively coach the behaviours of high-needs pupils.
• Liaise with the SENCO, teaching staff and parents/carers when developing individual behaviour plans (IBPs) as deemed necessary by the behaviour policy.
• Write, update and share IBPs with class teachers, support staff, pastoral staff, SLT and parents.
• Liaise with the SENCO, teaching staff and parents/carers when developing Individual Pupil Risk Assessments (IPRA).
• Provide and arrange ongoing CPD for all members of staff.

Staff

• Work hard to reduce educational disadvantage by providing engaging, challenging, well planned teaching that enables children to develop as confident learners.
• Always model positive adult behaviour that resonates with the ‘Portland Principles’.
• Have high behavioural expectations of every child to support them in achieving the ‘Portland Principles’ and fulfilling their ‘Character Potential’.
• Implement the ‘Behaviour Policy’, ‘Privilege Pathways’, ‘Character Curriculum’, ‘Portland Playbook’ and ‘Reward Systems’ consistently and fairly at all times.
• Explicitly teach the ‘Portland Principles’ through delivering the ‘Character Curriculum’.
• Be responsible for their conduct and approach and for the achievement and well-being of their classes in line with the ‘Portland Playbook’.
• Ensure that the school rules are enforced in their class, and that their class behaves in a responsible manner at all times. Show care for themselves, children, other adults and academy property as guided by the ‘Portland Playbook’.
• Ensure transitions around the school are calm and reflect the ‘Portland Principles’ as guided by the ‘Portland Playbook’ and ‘Character Curriculum’.
• Provide ‘Public Praise’ and ‘Portland Points’ to promote positive behaviour for when children demonstrate the ‘Portland Principles’.
• Consistently record ‘Portland Points’ on Arbor by the end of the academic day. These can be initially recorded on a ‘Class Recognition Board’ to support classroom efficiency.
• Record Behavioural Incidents on Arbor, by the end of the academic day if children receive CT15; DS15; SLT15. Reflect and restore with the children and the child will reflect and change behaviour.
• Provide a personalised approach to the specific behavioural needs of particular pupils as directed by their ‘Pupil Passport’ and agreed with the Behaviour Lead and/or SENCO.
• Ensure that ‘IBP’s’ are live documents and used to help the children manage behaviour, speaking with children on a daily basis about their plans.
• Ensure that pupils with an ‘IBPs’ have their daily set up and a morning Class Teacher check in.
• Ensure that pupils with a ‘Check-in Card’ attend their scheduled checks with SLT.
• Work well as part of the academy team; ensure you seek advice from the Welfare Officers, Senior Leader: Behaviour and SENCO if you have concerns about a child’s behaviour, particularly if a change in behaviour is observed.
• Ensure positive communication, where necessary and as per the ‘Behaviour Policy’ and ‘Portland Playbook’, between school and parents.
• Respond to any bullying suspicions as per the ‘Anti-Bullying Policy’.
• Ensure high expectations are in place not just within school but when on class trips and representing school at events. Risk assessments must be carried out when undertaking trips, considering children’s patterns of behaviour.
• Ensure pupils that are new to school receive behavioural induction as per the ‘Portland Playbook’ and a ‘Character Curriculum Companion Booklet’.

Students

• Come to school every day with high expectations of themselves and the intention of working hard and being successful.
• Follow the ‘Portland Principles’ of ‘Ready, Respectful and Safe’, at all times, in order to achieve their ‘Character Potential’.
• Harness learning from the ‘Character Curriculum’ to develop their self-regulation, resilience, social skills and learning behaviours.
• Display honesty and integrity, taking responsibility for their mistakes and taking restorative actions to repair situations.

Parents

• Support their child in adhering to the ‘Portland Principles’ of ‘Ready, Respectful and Safe.’
• Inform the academy of any changes in circumstances that may affect their child’s behaviour.
• Discuss any behavioural concerns with the class teacher promptly.
• Contribute to the positive behaviour management strategies that the academy has in place (e.g. Individual Behaviour Plans (IBPs) and ‘Check-in Cards’.
• Support their child in the event of poor choices by reflecting on their actions and reminding them of the ‘Portland Principles’ and strategies from the ‘Character Curriculum.’
• Communicate with staff calmly, supportively and proactively to ensure that all stakeholders work together for the benefit of the child.

Governing Body

• Review and approve the written statement of behaviour principles.
• Monitoring the behaviour policy’s effectiveness and holding the Headteacher to account for its implementation.
• Complete regular ‘Behaviour Slices’ to document the behaviours of children at one particular place at one particular time.
• Under Section 88(1) of the Education and Inspections Act 2006 (EIA), governing bodies must ensure that policies designed to promote good behaviour and discipline on the part of its pupils are pursued at the school.
• The Regional Director and Trustees will complete a ‘Safeguarding and Culture Audit’ to monitor the effectiveness of behaviour and culture at Portland.

4. Developing Positive Behaviour

Character Curriculum

At Portland, we explicitly teach our children the What?; Why? and How? of behaviour through our ‘Character Curriculum’. Each week all children receive three timetabled sessions that explicitly teaches them about the ‘Portland Principles’ using a range of literature, posters, videos and practical activities. These sessions allow us to regularly rehearse school norms and routines set out in the ‘Portland Playbook’. The Senior Leader (Behaviour) leads student induction and reinduction to ensure that pupils are given continuous opportunities to embed this knowledge. Our recognition systems below revolve around children demonstrating the ‘Portland Principles’ and their ‘Character Curriculum Knowledge’.

Pivotal Approach

Staff are explicitly trained by the Senior Leader (Behaviour) in a ‘Pivotal Approach’ to behaviour at induction and throughout the academic year. This includes elements of ‘Unconditional Positive Regard’; ‘Scripted Responses’ and 'Restorative Practice’. Staff CPD is captured in the ‘Portland Playbook’ which provides a valuable coaching and scaffold to support whole school consistency and staff performance.

5. Recognition

Precise Positive Praise (PPP)

‘Precise, Positive Praise’ is a key element of our ‘Pivotal Approach’ as it enables staff to consistently recognise good behaviour. Our children revel in this positive recognition as it makes them feel appreciated and loved. Staff positively, precisely and publicly praise pupils for demonstrating the ‘Portland Principles’ at every opportunity. This well directed praise establishes social norms and a conductive classroom culture. Our children often share that this recognition means much more to them than prizes or rewards.

Portland Points 

On induction, our children are each assigned to a ‘Beach House’ which they will represent throughout their time at Portland. Our houses ‘Thurstaston’; ‘Leasowe’; ‘Caldy’ and ‘Hoylake’ are named after local beaches that our children get the chance to visit on our school minibus. Each house is led by a staff ‘Head of House’ and pupil ‘House Captain’ who hold regular assemblies and events to promote their house. Weekly points totals are shared with children and victorious houses win regular rewards. The Senior Leader (Behaviour) will also issue and arrange regular individual rewards for children who consistently earn high numbers of house points.

Celebration Assembly

Every Friday, at 2:15pm, the whole school assemble for ‘Community Celebration’. During this assembly, a Senior Leader will share appreciations for pupils who have demonstrated the ‘Portland Principles’. These appreciations will be focused around the following awards:

• Headteacher’s Awards: Pupils are recognised with a ‘Star of the Week certificate by their class teacher/senior leaders for an exemplary exhibition of the ‘Portland Principles’  this week.
• Playground Pal Awards: Children are recognised with a ‘Playground Pal’ certificate for demonstrating the ‘Portland Principles’ on the playground and in the lunch hall by the duty team.
• Curriculum Certificates: Scholars are recognised with a specific ‘Curriculum Certificate’ by subject leaders for producing work that illustrates outstanding progress, presentation or knowledge.

6. Classroom Strategies and Expectations

At Co-op Academy Portland, we are proud that all of our classrooms are orderly, calm and highly conducive to learning. Our teachers’ have high expectations of every child in their classroom and encourage them to be the best version of themselves at all times. This approach is firmly in the best interests of all learners, particularly our most vulnerable children who thrive in settled and focused learning environments.

To achieve this our children are expected to demonstrate the ‘Portland Principles’ of ‘Ready, Respectful and Safe’. Children following these principles is not left to chance and pupils learn the ‘What?’; ‘Why?’; ‘How?’ And ‘What if not?’ of our approach to behaviour. We achieve this through the explicit teaching of our ‘Character Curriculum’ in which key knowledge is learnt, promoted and displayed.

Our staff are well trained in a ‘Pivotal Approach’ to behaviour management that revolves around ‘Visible and Consistent Adults’; ‘Prioritising the Positive’; ‘Relentless Routines’ and ‘Restorative Follow-Up’.

7. Expectations Around the Academy

Positive behaviour is not left to chance. The ‘Portland Playbook’ outlines key routines and expectations for children’s behaviour around the academy including:

• How to and leaving the school through the gates;
• How to line up on the playground of a morning, after playtime and after lunch;
• How to transition to the classroom of a morning, after playtime and after lunch;
• How to transition from the classroom of a morning, after playtime and after lunch;
• How to stop learning to give an instruction or plenary;
• How to present learning in a workbook;
• How to hand out books or equipment in the classroom;
• How to keep trays or boxes neat, tidy and orderly;
• How to use the school library sensibly and safely.
• How to leave the building during a fire drill or remaining in the building during a lockdown drill;
• How to end playtime and lunchtime when the bell rings;
• How to enter and leave the hall for assembly;
• How to enter and act in the hall during lunchtime;
• How to enter and act on the playground during lunchtime;
• How to enter and act in the classroom during wet lunch;
• How to leave the classroom to go to the toilet;
• How to leave the playground to go to the toilet;

The steps for each of the areas outlined above can be found in the Portland Playbook.

8. Expectations outside of School

At Co-op Academy Portland, we believe that good behaviour extends beyond the classroom, shaping how we present ourselves and represent our school in the wider community.

When walking to and from school in our smart school uniform, we show pride in our identity as students and ambassadors of our institution. Whether in the neighbourhood or elsewhere, our actions reflect on our school, and we strive to uphold the ‘Portland Principles’. This means treating others with kindness and respect, demonstrating responsible behaviour online, and refraining from any actions that might bring our school into disrepute. By maintaining these expectations beyond the school gates, we contribute to a positive and respectful environment both inside and outside our beloved school.

Consequences may be applied where a pupil has misbehaved off-site when representing the school, such as on a school trip or on the bus on the way to or from school.

9.  Consequences

At Co-op Academy Portland, we do everything that we can to mitigate the need for consequences and sanctions, however we know that students do make mistakes. If a student’s conduct is not in keeping with the ‘Portland Principles’ of ‘Ready, Respectful and Safe’, the ‘Privilege Pathways’ will be followed:

Centralised Restorative Consequences

Our pupils are explicitly taught through our ‘Character Curriculum’ that in life poor choices always have natural consequences. Consequences are carefully designed to be as natural as possible and focus on the child making amends to the peer/adult who they’ve wronged through a restorative lens. These consequences are linked to the ‘Character Curriculum’ and managed centrally by the Senior Leader: Behaviour who is in the best position to support the child to learn from the experience. On Arbor these are marked with CT5; DS5; SLT15 or SLT45 based on the issuer and severity.

Further Consequences

In some instances, a student may display conduct inside or outside of school, as identified in this policy, that requires a greater natural consequence than the pathway provides but does not meet the threshold for a suspension or exclusion. These incidents will be responded to, logged and communicated in the same way but will result in a chartered consequence as per the ‘Portland Consequence Tariff’. This process will always be managed by the Senior Leader: Behaviour or a senior colleague in his absence.

10. Further Intervention and Support

‘Policy on a Page’

Our ‘Policy on a Page: Behaviour’ supports all staff, visitors and supply staff to consistently apply our Pivotal Approach. The document includes key staff; pillars of our approach; privilege pathways and instructions for recording ‘Portland Points’/Behavioural Incidents. This document is always given to visitors on arrival and spare copies are readily available from the school office.

Scripted Responses

Staff use scripted responses when speaking to children about misbehaviour. These scripts are a working document that will change based on circumstance and need. For children, with an EHCP or IBP, scripts will be reviewed as part of debriefs after serious incidents as well as termly alongside Pupil Passports.

Individual Behaviour Plans (IBPs)

IBPs are written for high-needs children to support staff to have consistent approaches to their behaviour. IBPs are written by the Senior Leader: Behaviour with class teachers and are signed by parents each term. IBPs will be reviewed and updated each term, and after any serious misbehaviour incidents.

Individual Check-in Card

Pupils may be given a ‘Check-in Card’ in response to a significant incident; suspension or a spike in poor behavioural choices. The ‘Check-in Card’ provides a platform for pupils to receive intensive behavioural coaching to improve their choices and support them in following the ‘Portland Principles’. Children will remain on a ‘Check-in Card’ for a minimum period of two weeks.

Each week the child is given a target linked to the ‘Portland Principles’ and graded on each session against the target. Children will spend an additional 5 minutes reflecting with their SLT mentor for every 4 or 5 as well as any consequence time issued by their class teacher as per the privilege pathway.

Pastoral Team

At Portland, we have an extensive pastoral team who support our children and their families with regard to their wellbeing, behaviour, attendance and safeguarding issues. The team includes a Senior Leader;  Two Welfare and Attendance Officers and Three Emotional Literacy Support Assistants. They provide a range of behavioural interventions and support including soft starts; ELSA; emotion coaching; behaviour mentoring; co-regulation; safe spaces; multi-agency referrals and transition support.

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 and the Pastoral Team.

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 Part 5 of Keeping Children Safe in Education 2022. 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 Portland Anti Bullying Policy.

Co-op Portland Child Protection Policy.

Keeping Children Safe in Education 2024

12. Suspensions

Suspensions are used for very serious incidents which include any prejudiced behaviour, unsafe behaviour, aggressive behaviour or acts of vandalism, persistent breaches of this behaviour policy and / or a serious breach of this behaviour policy.

Internal Suspensions

At Portland, children who receive a SLT15 will be stepped out to a neighbouring classroom/area for the remainder of the session. This is classed as a ‘Step-Out’ to support self-regulation and learning as opposed to an internal suspension.

If a child’s pattern of behaviour or one off singular behaviour are more severe, as set out in this policy, they may receive a half day or a full day internal suspension. These are issued by SLT and are decided on a case-by-case basis. Internal Suspensions are always recorded on Arbor by SLT.

In the case of any internal suspension, SLT will meet with the child and their parents to discuss the reasons for the internal suspension and the course of action to support the child and their behaviour moving forward.

During an internal suspension, work will be provided for the child by their class teacher, ensuring they are keeping up with the learning of their peers.

Following a SLT45, children will have a reintegration meeting with either a member of SLT or a Welfare/Attendance Officer before returning to class. Any child on a SLT45 will complete a reflection sheet which will form part of their reintegration discussion.

Internal Suspensions - Sister School

At Portland, we work closely with two other local Co-op Academies (Woodslee and Hillside) to share resources and support with capacity. As such, children may complete an internal suspension at one of these academies if serious misbehaviours occur and are repeated.

A member of staff from Co-op Academy Portland will support the child who is attending the other academy for the duration of the consequence. The Headteacher, or Senior Leader:Behaviour in their absence, will liaise with the school, parents and staff to arrange arrival and pick up times, lunches and to organise appropriate work for the duration of the consequence.

Fixed Term Suspensions

We aim to include, not exclude, and we approach all challenging behaviour in a supportive and positive way. We recognise that such behaviour can sometimes be symptomatic of a real, deeper need for our support and understanding. All children can go through times of inappropriate behaviour, and we strive to never “give up” easily on a child as we recognise that each person has a unique contribution to make to school life and we want to support them to achieve this.

We will use behaviour data to assess patterns of challenging behaviour in pupils.  Where patterns emerge we will systematically intervene, drawing up an action plan in the form of a pupil passport or ‘Check-in Card' with the child, parent and teacher. An Individual Behaviour Plan (IBP) will also be written.  The Senior Leader: Behaviour, in conjunction with the Headteacher, has overall responsibility for sharing data with class teachers and analysing the data.  It is the class teacher’s, parents’ and the child’s responsibility to ensure the action plan is followed.

No fixed-term suspension will be initiated without first attempting other strategies or, in the case of a serious single incident, a proper investigation.

Reasons for fixed-term suspension:

• Serious breach of the school’s rules or policies;
• Serious risk of harm to the education or welfare of the pupil or others in the school.

This can either be a very serious incident or the repetition of serious incidents.

Any fixed-term suspensions will be at the decision of the Headteacher, usually in consultation with other members of the senior leadership team (particularly if they were involved in investigating the incident).  

Further information on suspensions can be found in the Trust’s Exclusion policy. For further information on consequences for different behaviours see appendix i

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
• any article that has been or is likely to be used to commit an offence , cause personal injury or damage to 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

Year 5 and 6 pupils are permitted to bring a mobile device to school for the sole purpose of maintaining contact while walking home alone. These devices must be placed in the lockable classroom deposit box at the start of every day. Any mobile device seen or heard will be confiscated and only returned to a suitable parent/carer on collection by a Senior Leader.

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 I - Behaviour Incident Coding on Arbor (MIS)

We use Arbor to record behaviour incidents. 

There are eleven categories of behaviour incident to allocate any records to:

1. Disruption to learning
2. Community conduct
3. Bullying
4. Preparation for learning
5. Disrespect to adults
6. Disrespect to children
7. Abusive behaviour (protected characteristics)
8. Fighting, physically aggressive or threatening violence
9. Banned items
10. Dishonesty
11. Truancy

These categories will be reported at Trust levels for purposes of trend and outcomes analysis.

Within each category, there are sub-categories to guide staff in recording accurately:

Appendix II - Portland Consequence Tariff

Our ‘Consequence Tariff’ provides a framework for our Senior Leaders to make consistent and predictable decisions around issuing restoratives and consequences. All consequences should be bookended with restorative conversations between perpetrator and staff/pupil affected. The successful implementation and recording, through Arbor, of the tariff is overseen by the Senior Leader: Behaviour.

Appendix III - The Portland Pentagon

Appendix IV - The Portland Pivotal Approach

Appendix V - Portland Principles

Appendix VI - Privilege Pathways

Appendix VII - Key Document Links

Portland Playbook 01.09.24

Portland Character Curriculum