Positive Behaviour Policy

Policy details

• Date approved by Trust Board - 10/07/2025
• Next review date - 10/07/2027
• Policy owner - Leanne Watkins  

Co-op Academy North Manchester

300 Victoria Avenue

Manchester

M9 7SS

016 681 1592

noma-enquiries@coopacademies.co.uk

https://www.northmanchester.coopacademies.co.uk/

Contents

Policy details        1

1. Policy Statement and Purpose        2

2. Rules and Ways of Being        2

3. Rights and Responsibilities        3

4. Developing Positive Behaviour        3

5. Recognition        3

6. Classroom Strategies and Expectations        3

7. Expectations Around the Academy        3

8. Expectations outside of School        4

9.  Consequences        4

10. Further Intervention and Support        4

11. Child on Child Abuse        4

14. Searching, Screening and Confiscation        6

1. Policy Statement and Purpose

At Co-op Academy North Manchester we believe that good behaviour in school is central to a good education. Our Behaviour Policy is based upon an ethos that generates a positive environment for those who work and learn within it. Central to this ethos are the elements of choices, chances and consequences.

The Behaviour for Learning Policy aims to provide all pupils regardless of gender identity, religion, disability, belief, ethnicity, neurodiversity, and or sexuality, outstanding pastoral care.

At Co-op Academy North Manchester all of our pupils are expected to behave in a way that creates an environment where:

• staff can teach to the highest standard
• pupils can learn, thrive and achieve to their maximum potential
• all members of the academy community can work in a safe place
• staff, pupils, parents/carers, governors and visitors can enjoy and be proud of their association with Co-op Academy North Manchester
• they make a positive contribution to the academy, the community and the wider world

The positive behaviour management of our young people is most effective when a true partnership exists between the academy and home. Together we can make Co-op Academy North Manchester extremely successful, an academy which we are all proud to belong to and an academy where visitors enjoy coming. Pupils who consistently uphold the academy rules and are role models for other pupils will be rewarded through the academy reward system.

The following behaviour policy applies to pupils within core academy hours, during pre and post academy activities, on academy trips or visits, in transit to and from the academy and at any time where an issue within the community impacts on academy life. In the event that the academy has any safeguarding concerns regarding your child, appropriate agencies will be informed and relevant information shared.

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

Anti Bullying

Equality Statement and Objectives

Health and Safety

Positive Handling

Safeguarding and Child Protection

Special Educational Needs

Mental Health and Well-Being

Suspensions & Permanent Exclusion Policy

This policy is underpinned by the following legislation and guidance:

Behaviour in Schools - Advice for Principals and School Staff

School suspensions and Permanent Exclusions

Searching, Screening and Confiscation - Advice for Schools

Keeping Children Safe in Education

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

Education and Inspections Act (2006)

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

Equality Act (2010, revised 2018)

In addition to this guidance, Co-op Academies recognises that although schools serve local communities and therefore design their behaviour and culture around their context, there are fundamental principles behind great school culture. These have been laid out here in our Behaviour Principles - and underpin the spirit and content of this policy.

2. Rules and Ways of Being

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

Do What Matters Most

Be Yourself Always

Succeed Together

Show you Care

As an academy we also have our own values of Respect, Commitment and Trust and our pupils are recognised for displaying these values. We believe that these values underpin our academy culture and align with our academy vision statement.

Respect

• ourselves, each other and the community

Commitment

• to strive to achieve our best, and to support others to achieve their best

Trust

•  in ourselves and each other so that we can achieve our best

3. Rights and Responsibilities

The Principal

The Principal is responsible for reviewing and approving this Behaviour Policy. The Principal will ensure that the school environment fosters positive behaviour and that staff effectively deal with any instances of poor behaviour to ensure that there is a calm and purposeful environment. In addition to this the Principal will monitor the implementation of the policy to ensure that rewards and sanctions are applied consistently.

Staff

All staff are responsible for:

• implementing the behaviour policy fairly and consistently.
• teaching and modelling expected behaviours inside and outside the classroom and challenging pupils to meet our high expectations for behaviour, attendance and punctuality
• recording behaviour incidents objectively in a timely manner.
• providing a personalised approach to the specific behavioural needs of particular pupils.
• reporting any safeguarding concerns to the academy safeguarding team and recording on CPOMs

Parents

Parents are expected to

• support their child in adhering to our Home/School Agreement
• discuss any behavioural concerns with the pastoral / safeguarding team
• inform the academy of any changes in circumstances that may affect their child’s behaviour
• work in partnership with the academy to uphold the Behaviour Policy

Pupils 

All pupils will receive key expectations around our academy values, consequence system and pastoral offer through assemblies and Personal Development time. This is reinforced on a daily basis.

Pupils are expected to

• follow the academy expectations at all times
• demonstrate our academy and Co-op values and engage in the wider curriculum offer
• support a positive climate for learning to allow themselves and each other to succeed

Further information can be found in the home-school agreement

4. Developing Positive Behaviour

At Co-op Academy North Manchester, we expect positive behaviours that embody our values of respect, commitment and trust throughout all aspects of academy life.

Staff induction

All staff receive behaviour and attitudes CPD at the start of the academic year. In addition to this there are 6 pastoral CPD sessions scheduled into the training calendar and dedicated ECT sessions.

Pupil induction

Pupils are taught these behaviours as part of our Personal Development curriculum ensuring they understand the behaviours we encourage and those we prohibit. Our expectations are revisited throughout the year and form part of any mid term admission induction.

5. Recognition

At Co-op Academy North Manchester, we believe that positive reinforcement of excellent attitudes to learning and rewarding success are essential tools for ensuring consistently positive behaviours in the academy. Praise should be used much more than consequences. Opportunities for praise should be actively sought by all staff, both teaching and associate, in order to ensure that positive messages and meaningful rewards are at the heart of our academy. These also reinforce our academy’s vision and values.

At Co-op Academy North Manchester all staff will maintain a consistent approach towards rewarding pupils. By praising pupils and recognising their achievements, others will be encouraged to act similarly. Positive achievement points will be given in all areas of the academy, both pastorally and through the curriculum, recognising a pupil’s attitude to learning and commitment to the academy vision and values.

Many rewards are given to pupils through positive logs on Arbor. Rewards are issued for displaying positive behaviours for learning, demonstrating the academy values of Respect, Commitment and Trust and displaying the Ways Of Being Co-op:

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

We also reward attendance at extra-curricular activities, as well as showing a positive attitude to learning and making excellent progress in lessons. Great emphasis is placed on the completion of classwork and homework available for pupils completing work outside of the classroom to the best of their ability. All positive behaviours are logged on Arbor. This system allows every pupil to be rewarded in every lesson and around the academy during social times and after school.

All adults can reward positive behaviours through:

• Verbal recognition
• Rewards assemblies
• Pastoral postcards
• Written praise in the marking of work
• Positive achievement points logged on Arbor
• Invitation to a Pupil Breakfast with the senior leadership team and pupil voice activities
• MUFC Foundation Awards
• Pastoral awards (star of the week, attendance, most achievement points)
• Year group team recognition (SLT and Pastoral Managers)
• Invitation to awards events such as Celebration Evening, Academic Awards, Sports Awards Evening
• Certificates (0 behaviour points,  Bronze 50-100 achievement points, 100-299 Silver, 300-499 Gold, 500+ Platinum)
• Rewards rips/treats/vouchers  
• Recognition for additional responsibilities e.g. prefect/leader
• Positive texts, letters and phone calls home
• Recognition in the staff bulletin/newsletter/on the website
• Academy trips and visits
• Displaying of work

Rewards

• Respect, Commitment and Trust
• Effort and Progress
• Attainment
• Behaviour
• Attendance & Punctuality
• Participation
• Positive Attitude

See table in Appendix 2 for the full list.

6. Classroom Strategies and Expectations

Staff will:

• meet and greet pupils at the door to their classroom at the start of all lessons in a positive manner.
• whilst meeting and greeting pupils for their lesson, support the school culture by ensuring that pupils are transitioning between lessons quickly and quietly.
• have well-thought-out seating plans in place that consider vulnerable groups, academic challenge and interpersonal relationships that may affect the academic classroom ethos.
• use the behaviour system fairly
• use adaptive teaching strategies with rigour and consistency, to support pupils progress and self-regulation. This is of increased importance for our most vulnerable students, including those with Special Educational Needs and Disabilities.
• before issuing an Amber warning, staff must be confident that they have explored their teaching toolkit to mitigate behavioural incidents for example, they have;

• delivered effective instructions, including explicit knowledge instructions,
• applied the ‘FOCUS’ for in class routines,
• utilised least invasive interventions and adaptive teaching techniques,
• through assertive monitoring utilised their TLAC strategies and teacher toolkit to address behaviours at the earliest possible point,
• considered the art of consequence and; completed a whole class reset through ‘Ready to Learn’ techniques, if and when required.

• The universal techniques referred to above should be completed, as appropriate, for disruptive behaviours, alongside adaptive teaching strategies, where required, before issuing a sanction.

Pupils will:

• be on time to lessons
• enter the classroom in a calm manner
• complete their Do It Now task
• follow the instructions at the first time of asking
• sit in the designated seating plan
• use ‘FOCUS’ to engage and contribute to the lesson

Where a pupil is unable to sustain positive attitudes to learning during lessons the class teacher will use the escalating consequences system.

• Amber verbal warning
• Red remove

An Amber Warning can be given for any of the following (but is not limited to) reasons and will be logged on Arbor.

• Refusing to follow instructions given
• Talking whilst the teacher or another pupil is talking as part of the lesson
• Talking over the teacher or other students
• Being off task and not settling to work
• General lack of concentration
• Distracting others from their learning
• Arguing with others – teacher/another adult or other pupils
• Lack of respect for Academy equipment and resources
• Out of seat and seating plan without permission        
• Disrespectful behaviour, language or tone

If a teacher feels that a pupil is not behaving in an acceptable manner they will employ a range of behaviour management techniques to support the pupil in modifying their behaviour.

If the pupil continues to misbehave and disrupt the learning of others they will be issued with an Amber warning. This will be recorded by the class teacher on Arbor and the pupil will be provided with an opportunity to modify their behaviour following the explicit instructions of the teacher.

If the pupil doesn’t make the necessary improvements and continues to disrupt the learning they will be issued with a Red Remove consequence. The teacher will input this on the Arbor at the time of incident. Staff will issue the pupil with a pass and it is the responsibility of the pupil to make their own way to Reset where they will remain for 5 periods including the closest break and lunch.

If a pupil fails to bring their kit and refuses to borrow they will be issued with a 30 minute S1 defiance. If a pupil fails to bring their kit and refuses to borrow then they will receive a Red Remove consequence and will be placed in the Reset room for 5 periods including the closest break or lunch.

When using the consequence system, it is important to enable the pupil to make a positive response and change their behaviour. The system will be fairly applied and there will be opportunities for pupils to modify their behaviour.

When a pupil receives an Amber or Red behaviour it will be recorded on Arbor by their class teacher and a notification will be sent home to inform parents. For Red behaviours this will be followed up by a phone call home by the pastoral team.

Staff will indicate which stage of the behaviour system the pupil is at and provide opportunities to modify their behaviour so that they can make the correct choices.

If a pupil displays behaviour that is unsafe including dangerous, verbal abuse or threatening behaviours then a Red behaviour will be issued immediately.

Consequences are triaged throughout the day by the pastoral team and decisions will be made with regards to the next steps:

• No further action
• Reflection
• Suspension

7. Expectations Around the Academy

At Co-op Academy North Manchester we expect our pupils to adhere to the following expectations when moving around the academy to ensure that there is a calm and purposeful environment at all times:

Uniform

We expect all of our pupils to proudly wear our uniform when attending the academy, or when participating in an academy-organised event outside of normal school hours. Our policy regarding uniform is based upon the principles that it:

• promotes a sense of pride in the academy;
• promotes a sense of community and belonging in the academy;
• is fair and equal - reducing peer pressure around dressing in labels and fashions;
• is suitable wear for school and good value for money;
• is smart and practical

All pupils are required to wear:

• black academy blazer with Co-op badge
• Co-op North Manchester year-coloured tie
• plain black, tailored, straight-legged school trousers (encouraged for all)

or, if opting for a skirt:

• a black skirt with fixed pleats, worn close to the knee and unrolled, with plain black tights (not socks). Tights must be opaque, no less than 40 denier.
• white school shirt with top-button fastened
• plain black v-neck jumper (optional)
• flat plain black school shoes (uniform handbook)

For PE lessons, all pupils are required to wear:

• Co-op North Manchester royal blue PE t-shirt with logo
• Co-op North Manchester black shorts with logo
• Co-op North Manchester royal blue PE socks (boys only)
• plain black sports leggings (no branded leggings)
• trainers

Our pastoral Meet and Greet ensures that pupils are welcomed into the academy each morning, and allows pastoral teams to correct any uniform issues before the start of the day. All pupils are expected to borrow items of uniform. Pupils are expected to resolve the uniform issue quickly, if a pupil continues to wear the incorrect uniform this will be seen as defiance and an S1 defiance detention will be issued.

We expect all pupils to remove their outerwear when entering the building and this must remain off and away during lesson time and transitions.

Failure to borrow the item will result in the pupil being placed in reflection and they will receive a phone call home, and be expected to rectify the problem.

Prohibited items:

• hoodies
• caps
• beanie hats
• sliders
• body warmers
• leg warmers
• air pods
• piercings (pupils are permitted to wear one pair of studs in their ears)

If a pupil is wearing these items in the academy they will be issued with an S1 uniform behaviour, this will result in a 30 minute same day detention.

Corridor expectations

Pupils are expected to behave in a safe and respectful way on corridors. This includes walking sensibly and acting appropriately at all times. Pupils must follow the one way system around the building, this includes using the correct staircases and following the signage. If pupils do not follow the corridor expectations then the S1 social behaviours consequence will be implemented.

Lunch / break time arrangements and expectations

At Co-op Academy North Manchester we encourage our pupils to take part in a variety of activities during social times. There are designated areas assigned to each year group. Pupils are asked to remain in their area unless they are attending an organised activity for example an extra curricular club or revision session. Pupils are expected to act responsibly and respectfully during these times, ensuring that their spaces are kept clean and tidy.

Mobile phones

Mobile devices often cause distraction, risk pupil privacy and can lead to online-bullying. In school, mobile phones can have a negative impact on learning and hinder face-to-face interactions among peers. Our aim is to foster a culture of meaningful engagement and personal connection within the academy.

We are also mindful of the potential negative impact social media including Instagram and Facebook and messaging applications including WhatsApp and SnapChat can have on the mental health of young people

Pupils are expected to switch off and place their mobile phone away upon entering the academy. Mobile phones should not be seen or heard.

Any pupil in breach of the above rules will receive an S1 mobile phone 30 minute detention which will be logged on Arbor. If this becomes a persistent problem then pupils will be expected to hand in their mobile phone upon entering the academy.

Entry to School

The academy opens at 8.00am for all pupils. Pupils should enter the academy through the pupil entrance. The Pastoral team will ‘meet and greet’ and ‘stop and sort’ to ensure that pupils are ready and prepared for the academy day, this includes uniform and wellbeing checks. All pupils are expected to arrive at the academy in full uniform, with the correct shoes or trainers and without any prohibited items. Pupils who arrive without items of uniform will be given items to borrow.

Entry to Lessons

Pupils are expected to be punctual to all lessons and enter the classroom in a calm and ready to learn manner. All staff will meet and greet pupils every lesson and will expect pupils to get on with the ‘Do It Now’ task and sit in the assigned seating plan.

Pupils must be in lessons no later than 5 minutes after the start of the lesson. After 5 minutes pupils will be issued with a S1 late to lesson 15 minute detention.

Should a pupil not arrive to lesson after 10 minutes but are in the academy then the class teacher will mark them as S1 truancy. This will result in the pupil being placed in reset for 5 periods including the closest break or lunch.

Punctuality to school

Pupils are expected to be in Personal Development time by 8.35am. If a pupil arrives between 8.35am and 9am they will receive a L code and will be issued with a 30 minute detention after school on the same evening. A notification will be sent to parents / carers to inform them of their child's detention.

If a pupil arrives after 9.05am they will be given a U code and will be issued with a 60 minute detention the same day. If a pupil is marked as a U code then they will not get full attendance marks for that day.

Food and drink

All unhealthy drinks and snacks are prohibited at Co-op Academy North Manchester. Where pupils are found to be in possession of fizzy and/or high sugar energy drinks and snacks these will be confiscated and not returned. If a pupil is found selling food/drink then the items will be confiscated and not returned. Parents/carers will be notified and a sanction issued. Chewing gum is not allowed at the academy.

8. Expectations outside of School

When wearing our uniform, and as a member of our academy, pupils are an ambassador for Co-op Academy North Manchester and we expect our pupils to display our vision and values. We expect all of our pupils to be respectful when out in the community. This includes trips and visits and walking to and from the academy.

Sanctions may be applied where a pupil has misbehaved off site when representing the academy or following reports from members of the public. We expect all our pupils to

• walk on the pavements not the middle of the road
• be aware of other pedestrians and respectful of the neighbourhood
• walk in small groups so as not to block pathways, alleys or walkways
• be careful crossing roads, use crossings and do not cross whilst looking at mobile phones
• use respectful language
• refrain from fighting, aggression or abusive language or behaviour
• be respectful in shops - go in in small groups and be polite to shopkeepers
• refrain from smoking or vaping
• talk positively and be positive about the academy and the Co-op
• continue to live by our Ways of Being

9.  Consequences

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

Consequences

Detentions take place at the end of the academy day from 3.05pm to 4.05pm. All detentions take place in the canteen and are managed by the pastoral team.

A 30 minute same day detention is issued for the following social time behaviours (S1)

• uniform
• mobile phones
• defiance
• late to school before 9.05am

Pupils who are late to lesson will receive a 15 minute same day detention

Pupils who arrive late to school after 9.05am will receive a 60 minute same day detention

Escalations

• 2 S1 behaviours in a day will result in a 60 minute same day detention
• 3 S1 behaviours in a day will result in 5 periods in reflection

Reset Room

Pupils are placed in our reset room for the following reasons:

• Red Remove
• Red Truancy

A pupil will be placed in the reset room if they receive a Red Remove or a Red Truancy behaviour.

If pupils show a positive attitude to learning and are committed to our academy visions and values they will never be issued with a negative behaviour log. Pupils will always have chances to think about what they have done and change any negative behaviours.

Please remember the academy aims to keep suspensions and times in Reset/Reflection to a minimum and to continue to use all sources of information which are available to us to help us to meet the needs of a child.

Sanctions, detentions and suspensions are consequences for poor behaviour. These are in place to allow us to manage behaviour effectively and to promote a positive environment for learning.

These procedures promote our drive to raise attendance and inclusion whilst creating the perfect platform for pupils to learn and teachers to teach. Please be aware that the educational environment is ever changing and modifications may be made to these procedures at any time.

Reflection Room

Pupils are placed in Reflection for the following reasons:

• Return from suspension
• Serious incident
• S1 behaviour escalations
• Failing to attend detention
• Failing Reset room

Reflection Procedures

• Pupils are collected for their day in Reflection during the morning meet and greet and they begin their lessons in Reflection at 9am.  They finish at 4.05pm. However, if pupils display negative behaviour whilst completing Reflection a maximum of 2 lessons will be added to their time or in some cases will receive a suspension.
• Pupils are expected to wear full academy uniform when in reflection.
• There is an expectation that pupils will complete work during their time in Reflection. Work will be set on Google Classroom for pupils to complete or in the form of work books.  Pupils will also complete personal development work related to the reason for them being in the reflection.
• Coats and bags are stored away. Ear pods and mobile phones must be handed in upon arrival and locked away for safekeeping prior to the pupil entering the room. These will be returned to the pupil at the end of the day. If a pupil refuses to hand in any of these items parents will be contacted and failure to subsequently cooperate with the rules and expectations will lead to additional time being added or suspension.
• Pupils will eat their lunch in the Reflection Room.
• Pupils will sit in their assigned booth/table whilst in the Reflection Room and will be expected to remain silent.
• Pupils will not be permitted to eat or drink other than at allocated times except for the consumption of water. Packed lunches must contain foods that comply with the Healthy Schools Agenda. Food/drink items that are not deemed suitable will be confiscated by staff.
• Pupils who refuse to be placed in Reflection will receive a suspension for failure to follow the academy expectations.
• If a suspension has been issued a parental meeting will be arranged to discuss the incident. Following the meeting the pupil will serve 5 periods in Reflection.
• Pupils who may have additional needs will be supported, as appropriate, reasonable adjustments will be made by the SENDCo and/or the year team to accommodate their needs.
• For some pupils interventions will be completed with the SEND team however, the rules regarding standards, lunch and timings will apply.

Reset Room

Step Out Placements and Off Site Direction

In agreement with other local secondary schools in Manchester and other local authorities, pupils may be placed on a behaviour placement at other establishments in line with the academy intervention strategy. This is a form of intervention we employ in response to a pupil’s persistent disruptive behaviour or a serious breach of the behaviour policy.

A Step Out or Off Site Direction will enable the pupil to have a fresh start in a new school. It can also be a strategy in response to persistent breaches of the school's behaviour policy and where allowing the pupil to remain in school would seriously harm the education or welfare of the pupil or others in the school.

The host school will provide appropriate work although Co-op Academy North Manchester may provide work packs for pupils on short respite placements. For an Off Site Direction, the pupil will follow the curriculum of the host school and this will be explained to the pupil and their parents.

Pupils will adhere to the host school’s behaviour procedures and arrive and leave at the host school times. It is the parent/carer’s responsibility to arrange appropriate transportation to and from the host school. Pupils will be expected to attend in full school uniform. If this is a Step Out placement, this will be our academy uniform, but for an Off Site Direction, the uniform will be that of the host school, this will be provided during the pre-admit meeting.

The pupil and parent will be present in a pre-admit meeting and regular reviews will take place at the host school with a member of the Co-op Academy North Manchester pastoral team present, along with the staff from the host school. Placements can be terminated at any time if the behaviour agreement is contravened by the pupil. Next steps, such as Alternative Provision may be explored at this time.

Alternative Provision

A small number of pupils at KS3 and KS4 are directed to alternative curriculum provisions as a way of supporting their wider development and equipping them with the necessary skills and experience for the world of work and for all Post-16 Pathways.

Important acknowledgements underpinning this policy are:

• That the academy recognises the need to personalise the curriculum for some pupils
• That a minority of pupils struggle to meet the academic and social demands of mainstream education expectations;
• That a minority of pupils struggle to meet the academic demands of their core GCSE subjects or the social demands and mainstream education expectations;
• These pupils may be damaged by their experiences in subject areas that they cannot access, or may negatively impact on the learning of their peers;
• These pupils need additional provision to enhance their experiences and qualifications at the end of KS3 and KS4;
• These pupils need to develop skills and experience of the world of work to reduce the chances of them being NEET post-16.

It is also noted that some pupils at KS3 and KS4 need medical support which must be provided be a specialist provision, such as at The Hospital School;

The academy uses a range of providers for alternative education as well as having its own provisions on site called KS3 Waves and KS4 Pathways.

In addition, where pupils are unable to access one of the settings and are confined to home (e.g. accident, severe illness, bail orders etc.) the academy may explore the option of using an approved on-line learning package called EdLounge/EdClass and our own Google Classroom package.  EdClass is an accredited provider that provides supervised learning for pupils.  Where pupils are registered with EdClass they provide the supervisory role with their teaching staff providing on-line monitoring, guidance and tuition.  In addition to this academy staff will have undertaken a visit to assess the suitability and safeguarding arrangements for that pupil and continue to carry out home visits as per our safeguarding procedures. This provision can only be authorised by the Principal.

10. Further Intervention and Support

Co-op Academy North Manchester adopts a range of initial intervention strategies to help pupils manage their behaviour and to reduce the likelihood of suspension and permanent exclusion. This is achieved by helping pupils understand behavioural expectations and by providing support for pupils who struggle to meet those expectations.

Some pupils will need more support than others and this is provided as proactively as possible. It will often be necessary to deliver this support outside of the classroom, in small groups, or in one-to-one activities. The academy monitors whole school behaviour data weekly to ensure relevant members of the leadership and pastoral teams are aware of any pupil who is persistently misbehaving, whose behaviour is not improving following low-level sanctions, or whose behaviour reflects a sudden change from previous patterns of behaviour. The inclusion board team meets weekly to discuss individual pupils to ensure that the appropriate measures are put in place to support their attitudes to learning.

Some examples of assessments / interventions we can consider include:

• Frequent and open engagement with parents
• Short-term behaviour report cards or longer-term behaviour plans such as a PSP.
• Engaging with external agencies and partners such as the Mental Health Support Team and the School Counsellor to address specific challenges such as poor anger management, a lack of resilience and difficulties with peer relationships and social skills.
• Assessment to address underlying factors that may be because of an undiagnosed SEND need
• Ongoing concerns may also require the school to complete an Early Help Assessment
• Speech and language assessments
• Adverse Childhood Experiences (ACEs) screening by an educational psychologist
• Cognition and Learning
• Physical and Sensory

Personalised approach to pupils with additional needs and/or SEND

Co-op Academy North Manchester recognises that at certain stages in a pupils or young person’s school life they may struggle to access, or manage within, the universal provision offered by the school as a result of:

• Social, Emotional, and Mental Health Needs (SEMH)
• Adverse Childhood Experiences (ACE)
• Special Educational Needs (SEN) and Disabilities (SEND)

• Staff are trained to support pupils with SEMH, SEND or suffer from ACEs.

Academy staff are trained to support pupils with SEMH, SEND or suffer from ACEs. Staff work alongside the SEND team to ensure that pupils are able to access all aspects of academy life, where pupils find this difficult other measures may be put in place:

• A hub pass to support self regulation
• Pupil Passports to further support teaching and learning and the use of the behaviour policy
• Adjusting seating to allow pupils with visual or hearing impairment to sit in sight of the teacher
• Our Pathways provision

11. Child on Child Abuse

Co-op Academy North Manchester 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 Academy North Manchester Anti Bullying Policy.

Co-op Academy North Manchester Child Protection Policy.

Keeping Children Safe in Education

12. Suspensions

If a pupil is involved in extreme poor behaviour, the pupil will be suspended from school. Each suspension must be judged on the specific context of the particular event - thus the length of the suspension will reflect this. Suspension can be considered for behaviour outside of school. The decision to suspend a pupil is taken by the Principal and is always carefully considered. When a pupil is suspended they will be expected to work at home with work provided by the school.

The following list includes some examples, although not exhaustive, of unacceptable behaviour warranting suspension from the Academy:

• Carrying or using an offensive weapon
• Any assault against a member of staff or pupil
• A deliberate assault on another pupil
• Vaping
• Fighting
• Damage to property
• Sexual assault
• Racial, transphobic or homophobic abuse
• Verbal or physical abuse / persistent bullying
• Verbal threatening and intimidation of staff or pupil
• Bullying committed via social networking media / electronic means
• Deliberately setting off the fire alarm
• Filming a fight or incident and posting on social media
• Fabricating stories about members of staff including on social media
• A pupil who is suspected of being under the influence of an illegal substance / drugs
• Possession of illegal drugs or related paraphernalia by an individual
• Smoking or Vaping
• Persistent refusal to comply with expectations/Reset or Reflection

Every pupil who returns from suspension will need to be reintegrated back into the Academy very carefully. A meeting with parents / carers will always take place to agree the reintegration plan and the level of support that the pupil will require to avoid further suspension. If appropriate, the pastoral team will also discuss and support the family with wider issues and circumstances that may be affecting the child’s behaviour and include it in the reintegration plan. All pupils returning from suspension will be placed in Reflection upon their return.

13. Permanent Exclusion

Permanent exclusion is a last resort. A Principal  may decide to permanently exclude a pupil for persistent disruptive behaviour, where despite the school's best efforts, 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
• Persistent bullying

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

14. Searching, Screening and Confiscation

The Principal 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 Principal. All authorised staff will be up to date with screening and searching procedures as laid out in government guidance. When conducting searches, the Principal 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). Where necessary, the use of metal detector wands may be used to support staff in conducting searches.

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
• vaping/vaping products
• 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
• replica weapons
• energy drinks

Wherever possible, searches will be carried out by two authorised members of staff, or contractor 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).  

Metal detector wands may be used where there is a suspicion that pupils may have an item that wouldn’t be discovered on non-contact search. They may also be used routinely as part of individual risk assessments.  When a wand is used, parents will be contacted to inform them.  Only staff who have received the safe search training will be able to conduct searches using the metal detector wands.  

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. Pupils may also be routinely searched as a part of an individual pupil’s risk assessment.

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.

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. Principals 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, vapes, 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 1 Co-op Academy North Manchester consequence tariff.

Appendix 2 Co-op Academy North Manchester Rewards

Rewards

The list provides an overview of some of the rewards our pupils receive, this list is not exhaustive with other rewards / events taking place throughout the year.

Appendix 4 Co-op Academy North Manchester - Behaviour Intervention Stages

Some pupils may need additional and different support to regulate their behaviour and access the full mainstream offer. This graduated response should be used to provide preventative and targeted support to pupils showing signs of SEMH. The behaviours are potential indicators and the strategies not exhaustive. We do not need to have tried everything on the list but DO need to ensure that  we are setting our pupils up for success by implementing the graduated response and ensuring strategies are subject to a proper assess, plan, do review cycle. Remember to consider strategies in conjunction with wider SEND strategies - 80% of students exhibiting poor behaviour have an underlying, unmet need (often speech language and communication):