Positive Behaviour Policy        

Date: September 2026                        

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Policy details

• Review Date - 22/06/26
• Date approved by Trust Board - 10/07/2025
• Next review date - 10/07/2027
• Policy owner -Coop Academy Bebington - Andy Buckle

Coop Academy Bebington

Higher Bebington Road

Bebington

Wirral

CH63 2PS

Contents

1. Policy Statement and Purpose

2. Rules and Ways of Being

3. Rights and Responsibilities

4. Developing Positive Behaviour

5. Recognition

6. Classroom Strategies and Expectations

7. Expectations Around the Academy

8. Expectations outside of School

9.  Consequences

10. Further Intervention and Support

11. Child on Child Abuse

12. Suspensions

13. Permanent Exclusions

14. Searching, Screening and Confiscation

Screening

Power to use reasonable force

Mobile Phones / Devices

Appendix Section

1. Behaviour Tariff
2. Behaviour panels and processes
3. Pastoral Report Escalation Process- Staged approach
4. Home/School Agreement- in the school admissions pack/once signed it is retained by school
5. Form time - what we expect to see
6. Graduated Response

Policy Statement and Purpose

Co-op Academy Bebington has developed this Behaviour for Learning Policy to ensure that all members of our community understand our high expectations for conduct and safety and to make clear to pupils what  acceptable and unacceptable behaviour looks like. We know that excellent behaviour leads to better outcomes and we want our pupils to leave Co-op Academy Bebington as well qualified, well rounded citizens. Pupils’ ability to make the right choices, to learn from their mistakes and demonstrate self-responsibility is both rooted in co-operative values and is also an important part of developing into responsible citizens who can go on to make a positive contribution to society. Our behaviour for learning policy allows pupils to clearly see the consequences, both positive and negative, that arise from the choices they make.

The academy, as a learning community, is committed to ensure success for all. This means that in all work with young people we aim to ensure that they: make great progress and enjoy learning; stay mentally and physically healthy; stay safe; make a positive contribution to the community and the world.

Co-op Academy Bebington is committed to the development of pupils’ personal, social and moral development. The purpose of the clear code of conduct set out in this policy is to ensure that everyone at Co-op Academy Bebington will go on to be positive and creative members of society and will fulfil their potential. The policy is based on principles of unconditional positive regard; clear boundaries delivered with warmth; and belief that every pupil,regardless of background, is able to succeed.

We are committed to doing what matters most by ensuring that our pupils strive to achieve success. We are dedicated to succeeding together to ensure that all pupils are able to study at further and higher education in order to have a successful career as valuable members of society. We believe that anyone who is successful must be co-operative, responsible, happy, healthy, resilient, independent and show they care about their own aspirations and the aspirations of others. We also want our pupils to express themselves in the right way embodying ‘being yourself, always’ across our community.

This policy should be read in conjunction with the following policies (available on the Co-op Academy Trust website and the Co-op Academy Bebington website - https://www.bebington.coopacademies.co.uk/about-us/policies ):

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 (updated July 2026)

Searching, Screening and Confiscation - Advice for Schools

Keeping children safe in education

Mobile phones in schools - GOV.UK 

Use of reasonable force and other restrictive interventions guidance 

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)

Rules and Ways of Being

Co-op Academy Bebington is underpinned by the values of the Co-op and all within the academy aspire to the Co-op Ways of Being:

Our Core Professional Purpose:

‘Shaping Exceptional Futures’

We firmly believe these core principles underpin everything we aim to achieve for the benefit of our students and school community. A desire to promote a conducive learning climate permeates every aspect of school life

School Ethos        

At Co-op Academy Bebington we believe that all students are able to conduct themselves in a manner that is appropriate and conducive to a positive climate for learning. This is best achieved by promoting and recognising appropriate and cooperative behaviour and taking action to prevent and stop inappropriate behaviour. We teach our students that all of their actions have a potential impact for better or worse and bring consequences. It is our belief that if our approach to promoting a positive climate for learning is consistent and applied by all, it will make a significant difference to our ability to teach outstanding lessons and our students’ ability to learn effectively and make good progress. Our school statement is ‘Shaping Exceptional Futures’ and it is with this in mind that the school recognises the importance of working with parents, carers and guardians; as well as recognising the contribution that our students can make in establishing a safe, organised and positive climate. Thus,

• students have the right to learn

 • teachers have the right to teach

• all have the right to go about their business in safety and with respect

We believe that ourPositive Behaviour Policy should not just be a set of rules but more a code of conduct where good behaviour is promoted, recognised and rewarded and where poor behaviour when identified is modified through clear guidance, support and where necessary consequences. All staff need to know how to promote pro social behaviour and manage difficult or dangerous behaviour, and to have an understanding of what behaviour might be communicating. All our staff should focus on de-escalation and preventative strategies rather than focusing solely on reactive strategies.. This document highlights the expectations for all stakeholders and is reinforced through our new behaviour charter which is displayed all around school.

All of our students are expected to behave in a manner which does not bring the name of our school into disrepute, or threaten the health and safety of other students, staff or members of the public. This includes the journey to and from school and any school visits.

Our high standards are accompanied by treating each student as an individual, this is achieved through the use of reasonable adjustments that can be linked to SEND, family circumstances and/or other life events that have an impact on a student or their family.

Principles 

The Co-op Academy Bebington has a high expectation for the behaviour of all students and this will be achieved through developing positive attitudes based on mutual respect. The promotion of good behaviour is a shared responsibility and Coop Academy Bebington is committed to working in partnership with parents/carers in order to maximise their children’s progress and good behaviour. The success of this policy depends on the full support of parents/carers. To this end a Home/School Agreement is in place and will be reviewed annually. All adults who work directly or indirectly with students of our school must ensure that the policy aims are integral to their work and practice.

Aims of the Positive Behaviour Policy

• To promote a culture of praise and encouragement in which all students can achieve
• To work in partnership with parents/carers, students and the school community to establish and maintain good behaviour in school
• To set high expectations of students’ work, uniform and behaviour both within and outside the classroom
• To ensure that the focus is on student progress and (we demonstrate the types of behaviours we want to see to ensure outstanding learning) negative behaviours are not allowed to impact on learning
• To establish and maintain a positive, calm and safe environment
• To promote students’ self-esteem, self-discipline and proper regard for authority
• To promote core values including honesty, fairness and respect for truth and justice, within a safe, nurturing, yet demanding environment
• To develop positive attitudes and constructive relationships based on mutual respect of one another and of property
• To ensure that where behaviour falls short of the acceptable, procedures are followed and consequences are applied fairly and consistently

3. Rights and Responsibilities

The Role of the Form Tutor at Co-op Academy Bebington

During morning line up helps set the tone for the day. During this time tutors will register students in silence, check their mobile phone is in the Yondr pouch and perform basic checks around standards, uniform and equipment.  The Afternoon Form Period (30 mins) is more extensive. It includes

1x PHSCE sessions

1x Assembly

1 x Literacy or Numeracy session (½ term rota)

1 x Learning conversation- discuss around rewards, attendance and academic progress

1 x Check out - this is part of the check in, check up, check out system. (Check in - Monday am , check up - small discussion/ questions throughout the week, check out - review of the week)

Support from form tutors will take a number of forms, from helping them to find their way around a large school site in Y7, getting them into the habit of having the right equipment and organising their homework diary, tracking their performance through reviewing reports, to picking their options in Y9.  When it comes to GCSEs, the tutor will help students to plan their attendance at revision sessions, keep up to date with homework and coursework and manage the tricky terrain of exam season!   This all requires careful, personalised guidance and support.

The form tutor is expected to encourage good attendance and help students to approach school with a growing sense of independence.  Why else is the role so important?

• To be a good role model – show them the way in terms of appearance, organisation, punctuality and how to interact in large social groups.To make them feel safe – schools are complex places, full of lots of complex individuals.  This is a daunting prospect for many teachers, so the form tutor is integral in making them feel safe and secure.  If something goes wrong, they are the adult who will help to make it right.
• To provide a positive relationship with an authority figure and encourage mutual respect – young people have to engage with a range of adults in schools.  They need to be shown how to do this and this can be modelled by the form tutor.
• To be consistent and fair, and act as a mediator for the students in the group – young people fall in and out of friendship groups all of the time, so they need support with how to deal with this.
• To listen – being a teenager is difficult and brings a range of issues, from seemingly trivial matters to more serious disclosures of a child protection nature.  Fortunately the latter is rare, but the former is not!  A listening ear will always help.
• To have very high expectations of the individual Tutor Group members – the form tutor sets the tone for the day and embeds the ethos of the school e.g. discussing the idea of growth mind-set; ensuring immaculate school uniform etc. Contacting home if students within their group fail to adhere to uniform, attendance, equipment or fail to be punctual to form.
• To focus students’ minds on achievement through learning – at tracking points throughout the year on ARBOR, helping students to make sense of it all.  Where are they doing well?  Where they are not doing so well?  What can they do to make it better?
• To discuss current affairs, share school reflection task, address student issues (such as bullying) – we want our students to become well-informed citizens, who can discuss a range of issues.  We can support this by encouraging them to challenge stereotypes and injustice. Our PSHE based program encourages students to access a range of interesting topics that broaden their knowledge and understanding of the current affairs. It incorporates British Values at its heart as students debate topics and vote on aspects like mock elections.
• To encourage reading for pleasure and good study skills – initiatives like the Better Reading Partnership can provide opportunities for students to read – this might help to encourage reading for pleasure.
• To encourage good attendance- to discuss expectations on a regular basis. This will include regular monitoring of attendance patterns and the recording of  attendance data on the form notice board.
• Regular contact with home. Form tutors should make direct contact (by phone) with Parents/Carers to share good news and alert them to any significant issues happening within school

Expectations around monitoring students and the form tutor role are clarified in the Monitoring Monday document included in the appendix.

Roles and responsibilities of Curriculum Co-ordinator:

• Responsible for promoting a consistent approach re: behaviour management across the subject area
• To deal with continued behavioural issues arising within the department. To support department members by offering guidance, mediation, advice and modelling
• To include behaviour as an agenda item at every department meeting
• To initiate actions to alleviate poor behaviour- whether it is the use of departmental detentions, student action plans, departmental reports or phone/face to face meetings with parents
• Analyse patterns of poor behaviour between classes, teaching staff and year groups to identify any trends which may need action
• Liaise with Pastoral Leaders re: concerns and achievements
• Liaise with Progress Leaders and DHT re: academic progress. This may include placing a student on an academic report to monitor progress and engagement.
• Liaise with Parents/Carers to discuss any concerns around academic progress or engagement. This should be done via a phone call ideally.

Role of the Pastoral Leader

Effective pastoral care is an essential tool in removing barriers to learning and supporting students.

• To look after and support the wellbeing of students within their year group through continuity and consistency.
• To work with the attendance team in order to tackle any concerns around student absence
• To monitor behaviour closely by reviewing ARBOR throughout the day, this will include early intervention by speaking to students who are awarded L2 or L3 incidents.
• To effectively analyse and interrogate data to spot patterns across the year group and inform practice. This will include input into strategic plans that will help address issues proactively.
• To engage with and support high challenge students on a 1:1 basis in order to set targets and devise suitable behaviour profiles that can inform teacher planning.
• To ensure that discipline procedures are adhered to and to support staff in managing behaviour to secure a positive learning environment for all.
• To support all students and families by removing key barriers to learning. This includes dealing effectively with serious issues like bullying
• To work closely with the Progress Leader to monitor academic progress
• To liaise with parents, carers and agencies. Developing positive relationships with all stakeholders.
• To conduct year team meetings every week, including behaviour and attendance as standing agenda items.
• To liaise with teaching staff, tracking the progress of students involved the whole school academic mentoring programme.
• To model outstanding attitudes to all students, acting professionally at all times, dressing appropriately whilst modelling the behaviour and language expected to support the restorative justice program.

Teaching staff protocols and core routines around managing behaviour

In order to achieve the high levels of behaviour that we expect, all staff are required to implement the following protocols:

• All staff must be on time (and ideally early) to meet and greet students outside the classroom in which they are due to teach.
• Staff with their own teaching room must stand outside their classroom between lessons and give positive messages to all students who pass regarding behaviour and uniform, which also includes praise and thanks for positive behaviour
• Staff must check for jewellery- any unauthorised jewellery must be removed and placed in an envelope with the student’s name on and sent to the main office. If a student refuses to comply with rules on jewellery/uniform this becomes an ‘On Call’.
• Behaviour Charter to be displayed in all classrooms.
• If a student reaches the stage of having to be removed from the lesson, in the first instance staff should use the departmental cooling off system. Only when this has been tried and no progress has been made should ‘On Call’ be used.
• Students must not be sent directly to the Internal Suspension Room without authorisation from a member of the Leadership /Pastoral Team.
• Students must not be sent directly to the Pastoral Leader/Progress Leader without discussion.
• Students must not be allowed out of lessons except with a valid reason and then only with a pass.
• Classrooms must be left clean and tidy.
• Students must be dismissed in an orderly manner with the staff member escorting them onto the corridor and monitoring the nearest stairwells.
• Know your students- adapt classroom practices to support those with SEN and individual learning needs
• Plan for behaviour – regularly teach the routines and rules for your classroom.

All members of the school community are expected to display positive behaviour at all times both on the school premises and wherever they are identifiable as being part of the school community.

The Academy Community Council

The ACC has a delegated responsibility around the monitoring and promotion of positive student behaviour and attendance. Within its routine activity, the ACC will develop a strong understanding of these areas via its interaction with the Headteacher and their leadership team, and engagement with parent/carer, students and staff voice.

The Headteacher

The Headteacher is responsible for reviewing and approving this Positive Behaviour policy. The Headteacher will ensure 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.

In addition:

● The Headteacher and staff have the power to use reasonable force and other physical contact in order to maintain and restore order (as stipulated in the Positive Handling Policy), but cannot, under any circumstances, use force as a form of punishment. Corporate punishment of any kind is entirely illegal.

● The Headteacher and delegated staff have the power to search students, screen electronic devices, and to confiscate property in circumstances that align with the Positive Handling Policy

● The Headteacher and delegated staff have the power to discipline students outside of school hours if it is a school-related matter, or the student’s actions undermine the safety of anyone from our community or the good reputation of the Academy

● The Headteacher and academy staff have the power to impose detentions beyond the hours of the school day

Staff

Staff are responsible for:

● Implementing the Positive Behaviour policy consistently.

● Modelling positive behaviour.

● Providing a personalised approach to the specific behavioural needs of particular students.

● Recording behaviour incidents on ARBOR.

● Recording any safeguarding related behaviour incidents on CPOMS.

Parents

Parents are expected to:

● Support their child in adhering to our ‘Home - Academy Agreement’ and this policy.

● Inform the school of any changes in circumstances that may affect their child’s behaviour.

● Discuss any behavioural concerns with the school staff promptly

● Work in partnership with the school to uphold the policy

4. Developing Positive Behaviour

We have high expectations of students at Co-op Academy Bebington and believe that clear and consistent boundaries, positive relationships and regular and sustained use of praise and rewards leads to good behaviour and positive attitudes to learning.

To support staff and students in upholding the policy, we use many opportunities to induct and reinduct our staff and students into the rules and norms of the academy. These include:

Staff

● All staff will receive training at the start of the academic year and are given the policy

● Staff to receive regular training updates and further CPD during designated CPD time

● New staff to receive an induction of the school policies and procedures in managing behaviour

● Quality assurance of how staff establish a culture of good behaviour and routines in their classroom will take place via regular drop ins, learning walks and feedback from leaders

● Elements of department time will be used to ensure systems and routines are used and understood

Students

● Key habits and routines for students will be established via assemblies, tutor period, role modelling, rehearsal and consistent reinforcement of expectations on a daily basis

● Comprehensive behaviour curriculum to teach students our high expectations is delivered through PSHE, assemblies, tutor time and other reinduction opportunities throughout the year

● Transparency of processes and routines are shared on a regular basis with students and families to allow all to be fully aware of our expectations, along with specific rewards and consequences.

4. Developing Positive Behaviour

Achieving Outstanding Behaviour

Whilst the staff at Co-op Academy Bebington  work within a framework of a Preventative, Corrective and Supportive approach to discipline, the behaviour of any individual cannot be allowed to disrupt the teaching and learning of any other individual or group of students.

With this in mind the following procedures are used to guide students to outstanding behaviour.

Preventative discipline 

• Creating and maintaining a positive learning environment

 • Well planned lessons to generate responsible behaviour

• Being prompt to the classroom and beginning the lesson on time

• Clear classroom expectations

• Extending and motivating all students so that they have opportunities to achieve their potential

• Marking work promptly and constructively

• Clear expectations about presentation of work

• A safe and attractive environment

• Appropriate curriculum

• Fairness and consistency to deal with all students’

Corrective discipline 

When a student behaves inappropriately, the following responses are considered appropriate

• Restating classroom expectations using the Behaviour Charter

• Utilise positive framing and 100% strategies to change behaviour

• Restating theSocial Inclusion Action Stages

• Following the  5 StageSocial Inclusion Action Stages, giving simple choices

• Giving simple directions or reminders

 • Identifying the need for a student to take time out of the classroom to calm down or reflect on their behaviour as pro-active step outside of the escalation process. This can also include referral to the Pastoral Leader when students are in ‘crisis’ and in no fit state to access learning.

• Tactically ignoring some behaviours (at that moment) especially for those who may not be able control their behaviour.

Supportive discipline 

It is the teacher’s responsibility to take steps to re-establish a good working relationship and the following are appropriate

• Record all  inappropriate behaviour on ARBOR so that it can be monitored

• Follow up poor behaviour in a non-emotional way

• Help student to develop a climate of respect

• Use a ‘team approach’ to solving discipline problems - liaise with Head of Department, Teaching Colleagues and Pastoral Leaders to find solutions

• Attend all Restorative Justice meetings to ‘repair and rebuild’ relationships..

 If a student is significantly disrupting the teaching and learning of a class or poses a serious risk, then assistance should be sought.

Core routines – ‘getting the simple things right’

• Students enter quietly – welcomed at the door by the teacher
• Uniform checked, coats off, bags under table
• Put equipment (planner/pencil case) on desk
• Stand in silence behind chair in designated place
• Deal with lateness during the lesson not at the start
• Complete register in first 15 minutes
• Engage students with an activity as soon as they come in
• Systems in place to distribute books and resources

Exit from class

• Pack away quietly
• Students and teacher to ensure the room is clean and tidy
• Students straighten tables and put chairs under
• Stand behind chairs
• Leave quietly row by row
• Teacher escorts class out
• Staff ‘monitor the corridor’ between lessons

5. Recognition

Co-op Academy Bebington Rewards Strategy

We are seeking to promote high standards of behaviour and high levels of attendance with all our students. In order to engage students our aim is to recognise and reward them for positive behaviour at every opportunity.

‘Steps’ Model for Rewards

1. Verbal praise in class.

2. Credits will be awarded in ARBOR for aspects like exceptional work, excellent effort or outstanding contribution. Students will be rewarded with 5 points automatically each week for

• 100% attendance
• 100% positive behaviour

Credits can be used to purchase reward prizes such as footballs, make up, trip/ prom vouchers, raffle tickets, queue jump passes for the canteen etc.

3. Good News Postcards-these are posted home to celebrate academic success, good deeds and personal achievements.

4. Weekly Assemblies – Every week during year group assemblies, tutor groups with the best attendance and least behaviour points will be celebrated.

5. ½ termly class rewards based around attendance and behaviour. The best classes in each year group will receive a visit from the Head Teacher or Deputy Head congratulating the form on their efforts. They will also receive a class prize.

6. Termly Celebration Assemblies – At the end of each term, Pastoral and Progress Leaders will lead the celebration of the year group’s achievements for that term. Spot Prizes may be awarded for excellent (and most improved) progress, behaviour, attainment, attendance and citizenship. Students who have maintained excellent standards in terms of attendance and behaviour will be entered into the ‘Star Prize Lottery Draw’ at Christmas, giving them the opportunity to win a substantial prize like an I-pad.

7. Termly Rewards Activities- During the last week of term a large number of students will be invited to participate in a rewards activity these could include an assault course, in school cinema, non-uniform day or golden time. The basis for selection will revolve around behaviour and attendance. Note: Students with periods of genuine absence will not be penalised.

8. Yr11 Prom/Rewards and Activities Week – To minimise disruption to learning but to celebrate and reward the achievements of our students, the school plans all rewards visits, excursions and activities during the last week of term. Where possible, trips that are not planned during school holidays will also take place during that time. These trips/activities will only be available to students who have maintained good behaviour throughout the year. Students with irregular attendance and /or poor behaviour records (high amount of negative behaviour points will not be allowed to attend the prom or attend any offsite reward activities.

9.  Co-op Academy Bebington Celebration Evening - We celebrate the achievements of all students at our Annual Awards Evening, which takes place during the Autumn Term. Departments nominate students to be awarded prizes for Academic Excellence and Sustained Effort. Other categories for recognition on the evening include Sports Awards, Outstanding Achievement, Academic Dedication, Contribution to School Life and Contribution to the Community.

6. Classroom Strategies and Expectations

POSITIVE BEHAVIOUR REINFORCEMENT ACTION STAGES

It is important to seek to positively change behaviour by being fair, consistent and proportionate with sanctions. Calm but assertive management of behaviour is most effective. Please follow the stages outlined below when managing behaviour in your classroom.

‘Learning is enhanced when positive relationships are formed and students’ behaviour is managed effectively.’

On Call Procedure

This system is used for a serious breach of the school rules or requiring a regulation walk to enable a student to regulate and make a positive decision.

• ‘On Call’ is only to be requested if the behaviour policy has been used and warning provided to the student to make a positive choice. Or a significant issue has taken place, please refer to the guidelines/Behaviour Tariff.
• An electronic slip will be filled out on ARBOR, this will then be accessed by the on call staff accessing the emergency alert section of the platform.
• Students are not to be sent directly to the Pastoral Leaders room for ‘On Call’.
• Once ‘On Call’ is requested, it is the responsibility of the Pastoral Leader or Head Teacher on duty to issue sanctions, seeking advice if required from Senior Pastoral Lead, Deputy Headteacher,  and Headteacher if necessary.
• Restorative Justice should take place before the next lesson – the Rest and Go will organise a Restorative Justice session between the student and the member of staff.(Normally this would occur after school on the day of the incident unless the incident happened at the end of the day or in such cases we feel a cooling off period is needed). It is the responsibility of the teaching member of staff to ensure this happens as soon as possible.

7. Expectations Around the Academy

One Way System

To aid the flow of human traffic we operate a one way system which is active at transition between lessons. All students and staff should adhere to this requirement travelling only in the direction of the Maths to English faculty on the ground floor and in the direction of Humanities to ICT on the 1st floor. Signage will clearly indicate the direction of travel required. In addition the stairs by English can only be used to travel up and the stairs by ICT only to travel down. Any student breaking this rule will be sanctioned via a detention.

Uniform and appearance

Correct uniform must be worn at all times on the way to and from school and when representing the school off-site. When non-uniform items are worn, they may be confiscated and parents/carers may be asked to collect them from school. Where the correct footwear is not worn, students may be required to wear the correct uniform on loan from the school for that day. Students wearing inappropriate clothing will be referred to their Pastoral Leader  and may be sent home to change unless they have a letter explaining the exceptional circumstances.

Hair must be appropriate for a smart, professional environment and must not be extreme in style or length. This also applies to shaved eyebrows. Hair must be one natural colour. Only plain, functional and safe hair accessories are allowed.

Jewellery which is not permitted in our guidelines will be confiscated, put in a named envelope, and passed to reception, if it’s the first occasion this may be collected at the end of school. On the 2nd or more occasion parents will be contacted asking them to collect the item from school. Students wearing excessive amounts of makeup will be asked to remove it

Further Uniform Guidance

• Students are not permitted to wear hooded tops or bring them to school. They should bring a coat in inclement weather but these are not permitted to be worn in the corridors, classroom and no hoods should be up in the building.

• Hats/scarves - In cold weather, plain dark coloured hats, scarves or gloves may be worn outside school buildings

• Make up – Make-up should be discreet and kept to a minimum. No false eyelashes, coloured nail varnish or false nails

Footwear

Black leather shoe or trainer. No sandals,, converse ‘style’, plimsolls or canvas style are permitted. Every part of the shoe must be completely black. No stripes, logos, coloured soles or non-black laces are allowed. (See parent handbook for further guidance)

Jewellery 

• 1 earring in each ear – a small single stud in the earlobe

• 1 small nose stud. Nose rings are not permitted and will need to be taken out.

• 1 watch

Consequences for incorrect items of uniform: If students arrive at school with incorrect compulsory uniform:

• Students who are non-compliant with the School Uniform Policy may need to borrow a suitable replacement item from our in school uniform loan store, or may be sent home to change or may be placed in isolation. In some cases, a uniform pass may be issued depending on the circumstances.

• Any concern will be recorded on ARBOR,this will trigger an after school detention with their form tutor. In extreme cases this will escalate to the Head Teacher detention

• Parents will be contacted via text message or a phone call to inform them of the detention.

Parents/Carers are reminded that it is their responsibility to ensure that uniform is correct every day. If there is an issue with uniform parents must contact the school via phone, email, or message in students’ planner detailing the issue and providing a date for the resolution of the issue.

If students arrive at school with items that are not permitted, on the first occasion they will be confiscated and if appropriate returned to the student at the end of the day. On the second occasion, the item will be retained in the safe  and returned only to the parents. The school cannot be held responsible for any loss or damage to prohibited items brought into school.

Prohibited items:

The following items are not allowed on school site and will be confiscated if seen or heard

• Any music playing devices

• Headphones

• Chewing gum

• Cigarettes/Vapes

• Matches / lighters

 • High energy or cola type drinks

• Jewellery expect for the items stated above •

• Hooded tops

• Baseball Caps

 • Permanent markers

 • Correction fluid (eg Tippex)

• Other items inappropriate for school

Confiscation of Items 

Confiscated items to be handed to Reception.

8. Expectations outside of School

Travel Code of Conduct

All students should: For their own sake and the sake of the neighbourhood, behave with courtesy and consideration at all times going to or from school. Do not run, push or shout, drop litter or loiter in groups. If possible use as environmentally-friendly means of travel as possible, walking or cycling if living within a reasonable distance, otherwise car-sharing or using public transport where available. The academy site has adequate  Cycle Storage facilities. Cyclists must dismount and mount their bikes at the school gates and should not ride them in school. This includes the pathways leading directly out of the front of school by the bus lanes. Students cycling to school are advised to wear a cycle helmet at all times whilst riding their bike. We expect students who ride bikes to and from school to do so in a safe, responsible manner and abide by the Highway Code. This includes using cycle paths where they are available and not performing tricks/stunts, on the journey to and from school. If students are found to be riding in a dangerous or anti-social manner in the local community then this may result in a ban from bringing bikes onto the school sites. We will sanction students for poor behaviour in the shops and the surrounding community.

Smoking/Vaping

Smoking/Vaping is not allowed on the school site or in school uniform off-site. Students who are caught smoking/vaping or are part of a group in which people are smoking/vaping will receive the sanction as outlined in the sanction system. Even association with smokers/vapers such as standing with another student whilst they smoke/vape will receive a sanction as outlined in the sanction system. Sixth Form students may not smoke anywhere on site or within 100 metres of the school boundaries, during school hours.

Alcohol & drug-related offences

When a substance is not illegal but thought to be a danger to the individual or others, confiscation will be followed by some form of sanction. In cases where illegal substances are involved the Police will be informed. Consuming an illegal substance while under school jurisdiction, or purchasing such a substance, or being under the influence of such a substance are all serious offences which are likely to result in Permanent Exclusion.

Any involvement in supply of illegal substances is extremely serious and is likely to lead to permanent exclusion. This would not necessarily be restricted to the sale of drugs to others. Sharing an illegal substance or making an arrangement to sell a substance either off or on the school premises, or intent to supply are also both illegal and of utmost seriousness and may lead to a permanent exclusion

Sanctions Against Parents

If parents use threatening behaviour in school, a school is entitled to take action against them. Parents are only allowed into a school by an implied licence to enter it. This can be revoked by the Head acting on behalf of the ACC. It can be done orally or in writing. Heads are not obliged to carry out formal investigations, but before revoking the licence the school will give the parent an opportunity to make representations against the ban. It would be possible in urgent cases to ban the parent temporarily while the Head sought further advice, or considered the matter more fully.

Greater detail can also be found in the Trust Wide Exclusion Policy found on the website.

Anti-bullying – Improving The School Ethos and Promoting Respect

The school has a very strict view on any form of bullying or discrimination….it is not tolerated. We have a robust ‘Anti Bullying’ policy and we work hard to challenge students’ views that don’t embrace diversity. Everyone has the right to learn in a safe, happy and supportive environment.

Through assemblies, PHScE days and other initiatives we aim to broaden horizons and develop students that are ready for the challenges of the real world. More importantly, we nurture our students so they are in a position to contribute positively to society. To this aim, we embrace opportunities to support local charities that have benefited through the fundraising work of our students.

We run anti bullying awareness sessions throughout the year and conduct restorative justice sessions between students who have ‘fallen out’. In addition, the school asks students and parents to complete questionnaires around bullying periodically. These are overridingly positive. Students are also able to report instances of bullying via ‘Bullying Report Button’ located on the school website within the ‘Student Support’ section.

Damage to property 

The member of staff at the scene should assess if the act was accidental or deliberate. Reckless or deliberate damage will be dealt with using a suitable consequence. Damage should be dealt with by the Head of Department in charge of that teaching area. Students will be billed for any subsequent costs incurred for replacement or repair. Any student caught vandalising property within the school will be billed for any subsequent cost of repair and be dealt with according to our sanction system. Failure to pay will result in referral to Wirral Sundry Debtors.

9.  Consequences

Although Co-op Academy Bebington does everything they can to mitigate the need for consequences and sanctions, we know that students do make mistakes. If a student’s conduct falls below the expectations laid out in this policy (including expectations inside and outside school) the following consequences would apply:

Strategies might include: (See also, School’s Behaviour Tariff)

• Verbal reprimand
• Detention (break/after school)
• Internal Suspension Room Detention (L3) - any student placed in internal suspension might be detained until 4pm on that day.
• Late detention - 30 minutes after school (did not attend the lunch time detention - 15 minutes)
• Head Teachers detention for serious breach of school rules (identified in tariff), or failure to attend faculty detention. 50 min instant detention on the same night.
• Direct contact with home
• Form tutor / Head of Year report, Subject report
• Letters home
• School/Parent meeting
• Internal Suspension- Internal Suspension Room
• External Suspension

All staff should:        

• Try and deal with issues yourself and don’t just pass them on.
• Log information on Abor with clear, appropriate and timely follow up.
• Be tenacious. Chase issues up. Students will soon realise that they are not going to get away with it!
• It is not the severity of the sanction but the certainty that it will happen.
• Students learn very quickly which members of staff are determined enough to impose consequences themselves and those who don’t.

Extraneous Circumstances 

In exceptional circumstances we reserve the right to make “necessary and appropriate adjustments” to detentions, internal suspensions and external suspension depending on the needs of certain students.  

Arbor

This is an interactive system that we use across the whole school. It is used to create seating plans and monitor aspects like behaviour and homework. This information can be accessed by parents and students via a secure log in to the platform, if parents need a further copy of these details they should contact the school librarian.

The system allows staff and parents to track students’ behaviour. Staff will award positive and negative points in class depending on aspects like attitude to learning, work ethic and homework. Students who attend all week will automatically receive 5 positive points and those with perfect behaviour will receive 5 points automatically. In addition, we share information about detentions and student successes through alerts sent via the system.

Homework is a concern for us all, but the system allows parents an easy way to check what homework has been set for students, this way if a child forgets to record homework in his/her planner or are absent there will be no excuse.

The best feature is the rewards. Students will accrue positive and negative points; the difference between them gives students a spendable points total. These points can be used to buy a multitude of reward prizes from the online rewards store. Prizes include donations to charity, lunch queue jump passes, earphones, gift vouchers, make up, footballs etc. Stock is replenished each term as we always aim to keep up with the current trends and meet demands for the most desirable items.

Detentions

The 2008 Education Act states that school have the legal right to issue ‘no notice’ after school detentions of up to 60 mins where a student breaks the school rules. Where possible we will try to give parents notice of our intention to detain a student but this is not always possible. We can on special occasions rearrange detentions on request but this is at the schools discretion.  We expect parents to support all school policies as outlined in the home school agreement. Whilst acceptable for parents to question the reasons for a sanction being issued, it is important to note that they do not have the legal right for refusing their child to complete any sanction. Refusal to comply with the schools requests will result in the sanction being escalated. Details of the escalation process are included in the appendix.

Note :Any student causing a serious breach of school rules will receive an instant  50 min detention on that evening. Any student attending the Internal Suspension Room will automatically be detained for up to 50 minutes after school, for any disruptive behaviour whilst in the Internal Suspension Room.

10. Further Intervention and Support

Support

We always aim to provide effective support to all students within our care. These can vary depending on the needs of individuals. Provided below are examples of the types of support we may provide.

• Discussion with student/use of Restorative Justice process.
• Issue a Time Out Pass.
• Meeting with parents.
• Discussion with Form Tutor/Pastoral Leader (PL).
• Department intervention support. Action plans /subject report.
• Student Behaviour Passport or Specific Behaviour Plan completed and shared with staff.
• Referral to Kilgarth Behaviour Support
• Referral to Peer Mentoring Programme.
• Referral to the HUB.
• Referral to our own internal Alternative Provision Program in KS4 or Motivate in KS3
• Referral to Youth Intervention Programme.
• Referral to Jackie Grey for Anger Management Support.
• Referral to Progress Leader
• Referral to Health Services in School.
• Referral to School Nurse.
• Referral to Counselling service.
• Referral to CAMHS.
• Referral to Careers Advisor
• Referral to suitable external agency e.g. Response, Youth Offending Service, Barnardos.
• Meeting a mental health practitioner
• Referral to Music Therapy
• Medical/SEND Referral.
• Completion of an Additional Support Plan (ASP)
• Referral to Educational Psychologist.
• Completion of a TAF (Team Around the Family) or CIN (Child in Need) referral.
• External KS3 or KS4 Alternative Provision Program.

These processes are non-punitive and focus on removing barriers to learning.

11. Child on Child Abuse

Co-op Academy Bebington is committed to ensuring a climate of safety for all pupils by challenging inappropriate behaviour between peers. We have a zero tolerance approach of all forms of child on child abuse including (but not limited to):

• Bullying (including cyberbullying, prejudice-based and discriminatory bullying)
• Abuse in intimate personal relationships between peers
• Physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm (this may include an online element which facilitates, threatens and / or encourages physical abuse)
• Sexual violence, such as rape, assault by penetration and sexual assault (this may include an online element which facilitates, threatens and / or encourages physical abuse)
• Sexual harassment, such as sexual comments, remarks, jokes and online sexual harassment, which may be standalone or part of a broader pattern of abuse
• Causing someone to engage in sexual activity without consent, such as forcing someone to strip, touch themselves sexually, or to engage in sexual activity with a third party
• Consensual and non-consensual sharing of nudes and semi nude images and / or videos (also known as sexting or youth produced sexual imagery)
• Upskirting, which typically involves taking a picture under a person’s clothing without their permission, with the intention of viewing their genitals or buttocks to obtain sexual gratification, or cause the victim humiliation, distress or alarm
• Initiation / hazing type violence and rituals (this could include activities involving harassment, abuse or humiliation used as a way of initiating a person into a group and may also include an online element

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

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

Co-op Bebington Anti Bullying Policy.

Co-op Bebington Child Protection Policy.

Keeping Children Safe in Education

12. Suspensions

Suspensions

These are used sparingly when a student has been involved in a serious breach of the school’s discipline code. Reasons for exclusion vary but examples can be seen in the behaviour tariff which is included in the appendix. Work will be provided for students to be completed at home- work can be accessed via the online platforms including google classroom, mathswatch, Oak Academy and Kaboodle.

Reintegration after suspension

• A reintegration meeting between a senior member of staff, parents/carers and the student will take place at the end of the suspension period. During the meeting school expectations and expectations of student and parent/carer will be discussed.
• Students may be placed on report upon return if not already on report.
• Students to have a restorative justice meeting with a member of staff for whom they have misbehaved.
• Students who have repeated refused to accept school sanctions will be required to sign a behaviour contract which includes an agreement to comply with all rule and complete all sanctions without argument  in the future
• NOTE:Students who are suspended may spend an agreed amount of time in the Internal Suspension Room

Internal Suspension Room and Restorative Justice

Internal Suspension

The use of Internal Suspension in the Internal Suspension Room is a very serious sanction and it provides an alternative to external suspension. Students will work on tasks provided by their normal class teacher or the member of staff. There will be zero tolerance and any poor behaviour is lightly to end in a period of suspension or an extension of time.

Aims:

• To improve student behaviour by emphasising the principle that Actions Bring Consequences (ABC)
• To ensure that student learning can continue during the sanction
• Opportunity for students to reflect on their behaviour and understand consequences for their actions
• To ensure individual attendance targets are met
• Allow Restorative Justice meetings will take place to repair relationships

Students will only enter the Internal Suspension Room through the proper referral process. Students will only be placed in the centre at the discretion of the Head Teacher, Deputy Head or Pastoral Leaders. The length of time a student spends in the Centre will depend on the severity of their negative actions. Examples of such behaviours that could lead to a student being internally suspended are as follows: Student being removed from lesson for disruptive behaviour, verbal abuse of staff, bullying in all its forms, failure to attend a school sanction, physical assault toward a fellow student (See School’s Behaviour Tariff). During their time in the Internal Suspension Room students may be required to complete a work booklet to increase awareness surrounding the behaviour shown.

Parents will always be informed when a student is placed in the centre. The Internal Suspension Room is a very structured environment where all students are expected to comply fully with all of the rules. All activities will be at the direction of the member of staff who is in charge. Students will be expected to follow their normal timetable as much as possible, however if for any reason certain subject work is not available suitable alternative work will be sought (Usually core curriculum). Every student is expected to complete the work set to the very best of their ability and will be encouraged to do so. Any student who is placed in the centre will be detained at the end of the school day (up to 50 mins), the length of this detention depends on the students’ work ethic and attitude. Failure to comply with the centre rules will result in fixed term exclusion or a further extension to the time period spent within the centre. The Pastoral team will continue to endeavour to work with the student to analyse their behaviour and support in the modification process.

 Rules for Internal Suspension Room

 Students enter the room in full uniform - students must change any incorrect item of uniform before they enter the Internal Suspension Room

• Students enter the room in silence
• Students must sit in the chair assigned to them and sit  properly.
• Students must remain seated. They should only leave their seat if permission has been granted..
• Students' phone pouch must be checked.
• Students must place their bags under the desk
• Students must place jackets on the back of their chair
• Students must complete all work set
• Students work in silence at all times
• If a student needs to ask a question they must place their hand in the air - staff member to approach the student and answer the question in a whispered voice
• There is to be no communication between students verbal or non-verbal
• Toilet breaks will be scheduled - students are not to leave to go to the toilet at any other time without permission.
• Students must not leave the ISR unless in exception …. use of  any time out passes is prohibited.

Managing Students

• Each day will be a fresh start with regards to warnings and sanctions  
• Any student reaching warning level 3 will be detained on the Head Teacher detention until 4pm. All other students will be released from the Internal Suspension Room at 3.10pm if they’ve shown  good behaviour.
• Warnings are similar to the way that they are issued in the classroom:
• Warning 1- verbal correction
• Warning 2- An electronic log will be kept and students informed verbally
• Warning 3 - Removal of student. They will be sent to the Pastoral Leader who will decide on the next steps after discussion with the student and direct contact with parents. The result will be (a) student being placed in an alternative location to work (member of Senior Leadership’s room) (b) given one final chance to conform (returned to ISR by Pastoral Leader) (c) immediate suspension
• Should a student continue to disturb learning after a return from speaking to the Pastoral Leader they will need to be removed from the Internal Suspension Room pending suspension. Please call Jen Pitman or radio for support from Head Teacher / Pastoral Leaders so someone can collect the student from the room.
• Write the students name on the board at the 2nd warning so they are aware that this sanctions has been issued.
• Staff should be proactive and monitor the students, be mindful not to get engrossed in other work you have to do and frequently walk around the room checking students work
• If students are completing work on paper, mark the point the student has got to on the sheet of paper with a pen and then monitor the amount of work completed in the time you are in the Internal Suspension Room

Staff Management

• Be vigilant - try and avoid becoming distracted by any work you have to do, it is important that we monitor the students all of the time to ensure they are meeting the expectations.
• TA’s scheduled to support must work with the students and not bring any personal work to the centre.
• Check the daily ARBOR list, radio the pastoral team to collect any students missing.
• Re-book any students that are absent.
• Follow the behaviour management structure outlined above
• Challenge all students - the expectations are for all students - there are to be no excuses
• Ensure all students have work to do
• Walk around the room to ensure students are completing the work and meeting the expectations
• Complete the daily log so behaviour can be tracked  

Restorative Justice at Co-op Academy Bebington

The aim of using a restorative justice system with our school community is to empower our students to be able to reflect on the negative impact that their behaviour has on others within our school. Enable our students to understand another person’s perspective and to take a more positive outlook looking forward.

During a restorative justice, meeting students will be given the opportunity to discuss:

• What happened (in their opinion)
• What they believe has been the impact on those involved.
• What they think needs to happen to put things right or to make things better in the future.

The Reset and Go Manager or a member of the pastoral team will facilitate the restorative meeting. It is imperative that the student feels they are able to fully articulate their feelings and despite having to face up to their negative behaviours they still feel supported within the school community. The meeting will usually take place the same day as the incident occurred (usually after school as students are detained for 50 mins), however if this is not possible a meeting will be arranged with all parties involved at the earliest opportunity. The member of staff is responsible for arranging the Restorative Justice meeting as quickly as possible. A student can also request a Restorative Justice meeting should they feel the need for one.

Restorative justice approaches within Co-op Academy Bebington are based on four key features:

RESPECT – everyone by listening to other opinions and value them

RESPONSIBILITY – taking responsibility for your own actions

REPAIR – developing skills within our community so that individual members have the necessary skills to identify solutions that repair harm and ensure behaviours are not repeated.

RE-INTEGRATION – work through a structured, supportive process that aims to solve the problem and allows students to re-join their peers.

We hope that using these approaches students will be able to choose a more positive path in regards to their behaviour in the future and prevent further incidents from occurring.

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 pupil for persistent disruptive behaviour, where despite the school's best effort, a pupil 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 pupil or member of staff (including online threats or abuse)
• Assault on a pupil 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 pupils and make reasonable adjustments where necessary. Where possible searches will be conducted with the pupil present and away from other pupils  (unless there is reason to believe that significant harm could happen if we wait).

The school can search a pupil 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 pupil 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, by staff members of the same gender as the pupil, and with the pupil 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 pupil’s underwear or skin (beyond shirt sleeves).

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

Retention of, damage to or disposal of a pupil’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.

If, when conducting a search in accordance with the above criteria, an electronic device is found that staff can reasonably suspect has been or is likely to be used to commit an offence, cause personal injury or damage to property, the data can be examined if there is good reason to i.e. doing so could mitigate harm / damage being caused. This must be done in accordance with the appropriate guidance. When an incident involves youth produced sexual imagery (nudes/semi-nudes), the member of staff should involve the Designated Safeguarding Lead immediately and the appropriate safeguarding guidance followed.

The DSL will be informed of all searching incidents (inc those where no prohibited items are found, and an accurate record kept of all search incidents (even if no prohibited item is found). We will endeavour to inform parents as early as possible, with as much detail as possible (including why the search was carried out, what was found and follow up support)  if a search has been carried out on their child.

Screening

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

The academy follows all DfE guidance for searching, screening and confiscation which can be found here: Reference: Searching, screening and confiscation in schools - GOV.UK 

Power to use reasonable force  

Members of staff have the power to use reasonable force to prevent pupils 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 Restrictive interventions, including use of reasonable force, in

schools which can be found here:

Use of reasonable force and other restrictive interventions guidance 

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).

Mobile Phones / Devices

• Co-op Academy Bebington is mobile phone-free environments by default
• Phones and other devices (e.g. tablets, Airpods and Smart watches) must be in the Yondt pouch while on the school site between 8.00am and 3.30pm
• Mobile phones / devices must never be seen or heard inside the school building
• All staff should consistently enforce the school’s policy on the use of mobile phones.
• Staff should not use their own mobile phone for personal reasons in front of pupils throughout the school day.
• For sanctions involving a breach of the above, see consequences table in appendix i
• In exceptional and necessary circumstances a pupil may be allowed access to their mobile phone during the school day, where it is necessary due to the nature of their disability. This may be considered a reasonable adjustment supporting the specific needs of the pupil (e.g. Medical). This exception will be rare and will be regularly monitored and reviewed and where reasonable alternatives can be found they should be considered.
• Co-op Academy Bebington will set out and communicate with staff, pupils and parent/carers how they wish to manage the use of mobile phones by pupils on residential trips or trips outside of the normal school day. This will ensure that pupils’ educational experience on a school trip is not disrupted by the presence of mobile phones and should consider prohibiting or restricting their use.

Reference: Mobile phones in schools - GOV.UK 

 Audio and video recording wearables

• In addition to the guidance around mobile phones and smart devices (including tablets and watches) and to meet modern safeguarding and security challenges, Co-op Academy xxxx behavior policy enforces a zero-tolerance, "not seen, not heard, not worn" policy for all audio and video recording wearables across the school site.
• This comprehensive ban specifically targets smartwatches (including children's tracking models with remote audio activation), AI-enabled earbuds (e.g. AirPods Pro 2 capable of live translation or phone-streaming), smart glasses (e.g. Ray-Ban Metas), and clip-on AI badge pins. All such devices must be turned off and stored securely in bags upon arrival at school by students and parents attending for a meeting or school event.

Furthermore, to protect the confidentiality of sensitive discussions and ensure lesson integrity, the school enforces the following protocols:

•  Enforcement: Any broadcast, live-stream, or unauthorised capture of a lesson or school environment will result in immediate device confiscation, parent contact, and significant behavioral sanctions in alignment with the academy's disciplinary procedures.
• Consent & Broadcasting: Capturing audio or video of staff or pupils without explicit consent is strictly handled as a safeguarding breach rather than a minor technology misuse.
• Wearable-Free Zones: All meeting spaces including the SENCO room, Headteacher’s office, and safeguarding meeting spaces are designated strict wearable-free zones for all staff, pupils, parents, and visitors to prevent unauthorised covert recordings.

Appendix Section

7. Behaviour Tariff
8. Behaviour panels and processes
9. Pastoral Report Escalation Process- Staged approach
10. Home/School Agreement- in the school admissions pack/once signed it is retained by school
11. Form time - what we expect to see
12. Graduated Response

1. Behaviour Tariff- Practice for dealing with behavioural issues-revised Sept 26

Always Refer to Code of Conduct where necessary.

Guidance on setting sanctions for serious misbehaviour, where internal suspension, fixed term suspension or permanent exclusion is or maybe appropriate

Factors in deciding within a range:

• severity of incident
• Any provocation
• Age/experience of student
• Immediate impact on other students
• Longer term impact on behaviour within school
• Impact on staff
• Previous conduct history of students
• Other mitigating or aggravating factors
• Particular circumstances pertaining to the student
• Student’s response, including honesty, contrition, responsibility for action

These ranges are intended as a guideline. Each case will be different and it may be appropriate to give longer or shorter suspensions.

• Combinations of offences are likely to lead to exclusion longer than for a single offence
• Previous history of different sorts of offences may still lead to longer exclusion than for a first offence
• If exclusion is set outside these ranges the reason must be clearly established
• Any justifiable exceptions to these ranges should be noted for future revisions of this document
• Exclusion may be appropriate for offences not covered in this document; these should be noted for future revisions.

Behaviour patterns will be monitored, recurring trends will be targeted to reduce the impact across the school. The targeting of the behaviour type can include an increased sanctions, a letter sent home and/or a request for a parent meeting to discuss the behaviour.

This document is not meant to be an exhaustive list but a guide to potential sanctions. The Head teacher has the jurisdiction to apply sanctions flexibly based on a variety of factors, many of which are indicated above. Therefore any final decision on sanctions is at the Head teachers discretion.

 2. Criteria for Graduated Response Panels

We fully recognise the importance of engaging parents when concerns are raised. Our aim is always to work in partnership with students/parents providing support and identifying solutions to problems. We believe that panel meetings are the most effective way to address many issues as they provide a positive forum to share information and discuss next steps.

Stage 1 of the graduated response is a universal offer for all students.

Graduated Response - Stage 2 Panel

This formal meeting between the Pastoral Leader, student and parent will occur when any student is placed on a Pastoral Leader Report. The intention is to discuss concerns and outline any strategies of support the school is implementing at that stage.

Graduated Response - Stage 3 Panel

Concerns will be raised and students will be given a 4/6 week improvement notice. Alongside this any appropriate support will be identified and implemented. This process will be escalated to Graduated response - Stage 4 Panel should no improvement occur.

Criteria for placement on the Stage 4 Panel- a student is on a Senior Pastoral Leader Report having failed Pastoral Leader Report.

At this stage an IBP- Individual Behaviour Plan can be completed to outline expectations and support.

The Pastoral Leader will also produce a Student  Behaviour Profile to support the teaching staff

Graduated Response - Stage 4

Students at this level are in danger of permanent exclusion. Concerns will be shared and students will be given a 4/6 week improvement notice. Alongside this, expectations will be shared, targets will be generated and any support will be discussed. This process can be repeated once more if some improvement has occurred. If students do not improve we can agree a placement on alternative provision, suggest a Managed Move to another school or pursue a Permanent Exclusion.

A Graduated Response Plan will be used and ‘At Risk of Permanent Exclusion’ form will be sent to the Local Authority on reaching this level of panel.

3. Pastoral Report Escalation Process- Staged approach

DEPARTMENT BEHAVIOUR REPORTS

Progress Leader Reports

Form tutors, Pastoral Leaders and Progress Leaders will review Level 0 incidents on a weekly basis to spot patterns. This may result in a student being placed on a Form tutor report to monitor aspects like truancy, lateness to lessons etc. We also use INTEL events within ARBOR to send instant alerts that indicate increases in certain patterns of behaviour.

Note that no student will be placed on more the one report at any one time. Any student who is about to be placed on report must email the Senior Pastoral Lead They will have a strategic overview from Form Tutors, Pastoral Leaders, Teachers, Curriculum Leaders and Progress Leaders to ensure consistency.

Please refer to the school behaviour tariff to review types of behaviour that are viewed as serious. Note: that if a serious one off incident  occurs a student can be Permanently Excluded therefore bypassing all of these stages. This table mainly relates to students who repeatedly breach the school rules.

5. Home/School Agreement- in the school admissions pack/once signed it is retained by school

We have a commitment to providing high quality education which meets the needs of all our students. This is only possible with strongly forged supportive partnerships. We firmly believe in school working closely in co-operation with parents/carers to enable    our students to achieve their personal best. Our partnership agreement recognises the responsibilities we all share in ensuring success.

We will provide:

A safe, caring, disciplined and challenging environment which meets your child’s physical, spiritual and emotional needs and in which positive relationships are encouraged and supported.

An appropriate, broad and balanced curriculum which reflects your child’s abilities and talents, enabling him/her to make progress and achieve success.

Qualified staff who will meet the academic needs of your child, ensuring that your child understands how to improve performance.

Regular reviews of your child’s progress through half-termly reports, student review days and consultation evenings.

Homework which is set and assessed on a regular basis.

Recognition and rewards for achievement to encourage positive actions/behaviours at every opportunity.

Contact with you if we are pleased or concerned about your child’s behaviour/progress.

Regular information about your child’s attendance and behaviour.

An open line of communication for the effective exchange of information and views.

Advance information about school events, with opportunities to support your child and school.

Parents/Carers:

I will ensure that my child arrives on time at school every day and will inform school immediately if my child is absent. Poor attendance is a potential safeguarding issue.

I will not remove my child during term-time for the purpose of a holiday

I will ensure that my child wears full school uniform and adheres to our code regarding jewellery, hairstyles etc.

I will encourage my child to meet all homework/assignment/ coursework deadlines

I will support school’s student behaviour code, including ensuring they complete detentions, and ensure my child behaves appropriately.

I will contact school if my child is experiencing problems which impact on his/her attendance, behaviour or academic performance

I will attend student review days and information evenings whenever possible

I will treat all school staff with respect

I will not use social media inappropriately regarding the school or students

I will ensure my child does not use their mobile phone whilst in school. They will not bring an I Pad or any alternative item electronic equipment into school

Students:

I will attend school on time every day unless I am too ill or have an appointment previously agreed by school.

I will come to school properly equipped with school bag, pen, pencil, ruler, PE kit and any other items required by specific subjects

I will wear correct school uniform, wearing my uniform with pride and remembering that I represent our school in the community

I will complete all classwork, homework and coursework to the best of my ability, meeting all deadlines set.

I will follow school’s behaviour code, showing respect for both staff and students in the way I speak and act

I will accept any sanctions given by the school and complete any punishments like detentions without argument.

I will always ask for help if I need support with a problem or am aware of another student in difficulty who may need

support

Co-op Academy Bebington:                                               Date:

Parent signature:

Student Signature:

7. Graduated Response

Co-op Academy Bebington has a graduated approach to wider social inclusion. This supports a collaborative approach to the following areas within school in order to support the needs of a child (SEND, safeguarding, pastoral, attendance and behaviour provision). This is a recognition that whilst most pupils' needs will be met by the universal offer, there may be some pupils who require a more targeted and/or more intensive approach (internal or external).

Social Inclusion Intervention record and review sheet - example

Any pupil who is reaching stage 3 of a graduated response needs to be considered for SEND assessment under SEMH, registered as a K code initially (and then considered for an EHCP) and other underlying SEND explored