Behaviour Policy

Policy details

• Date created -04/06/2024
• Next review date - 04/06/2025
• Policy owner - Michelle Khambhaita

Contents

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

1. Policy Statement and Purpose

The aim of the behaviour policy is for the school to provide a calm, relaxed and supportive environment in which everyone’s worth is recognised.  If the children feel positive about themselves, they will be more able to react positively towards others. We aim for our pupils to experience people co-operating, collaborating, respecting and valuing each other.

Our Behaviour Policy aims to:

foster a positive and compassionate environment in which all children can flourish and reach their full potential,

develop relationships based on respect, humility, truth and trust between all members of the school community, including parents and members of the Governing Body,

raise awareness of desired standards of behaviour by celebrating and rewarding when children have demonstrated the school’s values

make boundaries of acceptable/unacceptable behaviour clear and to ensure a safe learning environment

have a consistent approach to behaviour throughout the school with parental cooperation and involvement.

ensure that there is clarity about the procedures and sanctions agreed by all stakeholders

give children the confidence that issues relating to behaviour will be referred back to the School Rules and the school’s values.

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

Anti Bullying

Equality Statement and Objectives

Health and Safety

Positive Handling

Safeguarding and Child Protection

Special Educational Needs

Mental Health and Well-Being

Exclusions

This policy is underpinned by the following legislation and guidance:

Behaviour in Schools - Advice for Headteachers and School Staff

School suspensions and Permanent Exclusions

Searching, Screening and Confiscation - Advice for Schools

Keeping Children Safe in Education 2023

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

Education and Inspections Act (2006)

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

Equality Act (2010, revised 2018)

2. Rules and Ways of Being

Co-op Academy Penny Oaks is underpinned by the values of the Co-op and all within the academy aspire to the Co-op Ways of Being. Our policy is underpinned by the promotion of 12 core values linked to the Co-op Ways of Being. The values are:

Collaboration                                 Honesty                                Respect                                 Resourcefulness

Forgiveness                                   Confidence                                   Generosity                                    Reflection

Self- control                           Determination                        Kindness                               Resilience

3. Rights and Responsibilities

Children will:

build positive and effective relationships

develop a strong sense of perseverance and courage 

learn to be thankful and value the environment

endeavour to reconcile for misbehaviour and fall-outs

experience what it means to live as a member of a loving, generous and forgiving community benefit from a calm and secure learning environment

Teachers / adults in school will:

model the school values in all that they say and do with children, parents and other staff;

treat all children fairly and with respect

seek to avoid confrontation and demonstrate compassion through active listening and forgiveness where there is an acknowledgement of wrongdoing

apply the behaviour policy clearly and consistently (rare exceptions/ differentiation will only be made in agreement with senior leaders / Special Needs Co-ordinator) 

convey clearly and with confidence expectations of behaviour to pupils and parents do all that they can to promote a calm and secure environment in which pupils can learn

Parents will:

be fully informed about the school's core values and support the school in the implementation of this policy

feel confident that all the decisions regarding behaviour are just, unbiased, and informed by the school rules and the school's values be confident that their child is developing personally, socially, spiritually and academically

feel welcome in school to discuss their child's progress in a positive atmosphere.

4. Rewarding good behaviour

Verbal praise and positive comments: Praise and positive comments should be given readily.  Class and supply teachers, lunchtime supervisors and support teachers will be encouraged to comment on good behaviour using the 'values language' in order that children understand what the value, e.g. what respect looks like in practice.

Values in Action Boards will be displayed in all classrooms. Children/ teachers write the names of others who have demonstrated the ‘values in action’, on the Values in Action Boards.  All boards will be photographed and added to the power point ready for the Friday assembly.

Values Champions:   Values Champions can be caught, taught or sought!

Weekly, a Values Champion is chosen by the class.  Values Champion’s rewards are as follows:

Wearing the golden lanyard

A text home

Name on the Penny Post 

Child’s photo displayed on the Whole School Values in Action Board

Class Values Marble Jars: All classes will have a Values marble jar. When a child demonstrates a value, their name will go on the Values in Action board AND a value marble will be placed in a jar. The child will then ring the bell to signal they have shown a core value.  When the class has a full jar, they can choose a reward from the rewards list.  This reward can be held on an afternoon at 2:30/2:45 (it is not expected that there will be a class reward EVERY week).

5. Promoting Wellbeing

As a school we want to promote positive mental health and wellbeing for all our children. By creating an environment that puts the children at ease from the moment they enter their classroom, it is our hope that all children will be ready to learn. The way in which we promote this is: 

Every morning the children will enter the classroom to calm music playing

Every child will be greeted at the classroom door by an adult 

All children will be asked to complete a wellbeing survey each morning as they arrive and each afternoon as they come back from lunch. This gives the children the opportunity to express how they are feeling and if they wish to talk to an adult about what is on their mind.

6. Sanctions and Consequences

Sanctions are applied appropriately to each individual situation, such as disturbing lessons, talking at inappropriate times, not listening, off task, calling out, not following instructions. When dealing with behaviour that falls below the expected standard throughout the school, adults will:

ensure that children understand why their behaviour is not appropriate using the Values to illustrate effects and how to improve

remember that quiet, personal, explicit reprimands are preferable to general criticism of whole groups

provide children with the opportunity to make amends, reminding them that it is their behaviour, not themselves, that is unacceptable.

always use praise to avert negative behaviour.  If the behaviour seen is ‘low level’ disruption,  eg: Talking at the same time as the adult.  Praise the children who are listening well, usually this will focus the child on what good behaviours are expected.

A daily behaviour record will be kept by class teachers to keep track of pupils who do not show the school values. This will be monitored by the use of ticks against the child’s name. See Appendix  4 and 5 for an overview of sanctions related to low level disruption (repeated calling out, not following instructions, not listening etc).

1. Visual/non-verbal warnings identified as “a look”, thumbs down, shake of the head which do not interrupt the flow of the lesson
2. Tick next to name on behaviour record
3. Cross next to name – 5 minutes sat on carpet at the front of the class or any other place in the classroom that the child can think about their behaviour
4. Second cross next to the name – 15 minutes out of class (taken and collected by TA).
5. If the behaviour persists, the child will be sent to SLT and will remain out of class for the rest of the session (morning or afternoon) and the child’s parents will be called to attend a meeting after school on the same day with the class teacher to discuss the behaviour. A record of this meeting will be recorded on the “Meeting with parents record sheet” (appendix 5) and will be kept on file.

Reflection

Children will attend a reflection session at lunchtime if they receive 3 crosses or more on the behaviour sheet in a week.  During this time, they will complete a ‘think sheet’ to reflect on which values they should use and how they could improve their behaviour. Parents are notified by letter of this (using “letter to parents B”).

If a child attends 3 reflection sessions in a half term, parents will be invited to a meeting with the class teacher to discuss next steps (using “Letter to Parents C”).  If their behaviour does not improve after this meeting, the child will be placed on a Positive Behaviour Chart.

Behaviour Log

These are designed to improve the behaviour of any children who persistently engage in low level class disruption.  Specific targets will be agreed with teacher, child, parents and deputy head or head teacher and progress towards achieving these targets will be monitored through the use of a daily (week to view) chart which chunks each day into sessions.  The teacher will review how well the child has met their targets on a session by session basis.  If the child does not meet specific targets a consequence could be ‘missing break time’.  The child will share their behaviour log progress with parents and Senior Leaders daily so that praise (and if necessary reprimand) can be given.

7. Serious Incidents

Serious incidents include the following:

Violent aggression towards children/ staff, swearing, racism, bullying, homophobia and extreme defiance (complete refusal to comply with instructions), sexual violence and sexual harassment of any type (including the taking and sharing of nudes and semi nudes pictures, misogyny and misogynistic messages, derogatory language, sexualised language, cyber bullying and biphobia.)

If it is necessary for the child to be removed from class they will be taken to SLT. Inform the SLT what the incident is. A meeting with parent/s and child will be arranged with either SLT and/or the class teacher (depending on the nature of the incident).

Next steps / sanctions will be agreed at the meeting.

These may include:

• Short term internal exclusion  (half day / full day) with a member of SLT to supervise.
• Short term exclusion from breaks  (child with SLT / or class teacher).
• Positive Behaviour Log
• Support from Learning Mentor
• Multi-agency support
• For HSB – AIM will categorise the behaviour and support in what next steps need to be taken

A record of this meeting will be kept on file (appendix 14) and recorded on CPOMs (electronic central record)

7. Lunchtime behaviour

Values in action will be promoted at lunchtimes by lunchtime staff. Lunchtime staff will encourage children to focus on:

Respect  - picking up litter/not dropping food in the dinner hall/taking care of equipment

Forgiveness – working through arguments with others and settling differences and not holding grudges

Lunchtime sanctions:

Visual/non-verbal warnings identified as “a look”, thumbs down, shake of the head which let children know they are not acting appropriately

Verbal warning – a reminder to think about the values and a reminder of the consequences if the behaviour does not improve

5 minutes timeout – stand next to the wall – children encouraged to think about their behaviour and how they can reconcile. Staff to talk to the child after this time to establish what has been going on and how the problem can be worked out/avoided next time

If the behaviour persists the child will be sent to senior lunchtime staff working outside and asked to remain with them for the rest of the lunchtime (or when senior staff deems it fit for them to return to play.)

If there are persistent issues with pupils, the class teacher will (as part of their pastoral role) be expected to contribute to the formulation of a support plan for that pupil at lunchtime.

10. Children with SEND

For some children with Special Educational Needs, an individualised behaviour plan is used instead of or in addition to the whole school approach to rewards and sanctions.  This plan is shared with the child, parents and all relevant staff.  Support from outside agencies is sought where necessary.

11. Child on Child Abuse

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

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

Where there are any reports of child on child abuse, including sexual violence and sexual harassment,  we will follow the guidance set out in Part 5 of Keeping Children Safe in Education. 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 Penny Oaks Anti Bullying Policy.

Co-opAcademy Penny Oaks Child Protection Policy.

Keeping Children Safe in Education

12. Suspensions and exclusions

A decision to exclude a pupil, either for a fixed period or permanently is seen as a last resort by the school while always bearing in mind our duty of care to pupils and staff. However, where there has been a sustained period of unacceptable behaviour or a single extremely dangerous and/or violent act, exclusion may be necessary.  The head teacher decides whether to exclude a pupil, for a fixed term or permanently, taking into account the circumstances and evidence available.        

Parents have the right to make representations to the governing body (or discipline committee) and the governing body must review the exclusion decision in certain circumstances, which include all permanent exclusions.  Where a governing body upholds a permanent exclusion parents have a right to appeal the decision to an independent review panel.  

All fixed term exclusions and permanent exclusions will follow a formal procedure as agreed by the Governing Body in consultation with the LA.  Please see Appendix 13

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

13. Permanent Exclusion

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

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

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

14. Searching, Screening and Confiscation

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

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

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

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

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

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

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

Mobile Phones / Devices

Children are not allowed access to a mobile phone during the school day. If parents wish their children to have a mobile phone before or after school then children need to take the phone to the office when they arrive at school in the morning and collect their phone before they go home.

Screening

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

Power to use reasonable force  

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

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

Searching, Screening and Confiscation - Advice for Schools

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

Appendix I - Coding on Arbor (MIS)

We use Arbor to record behaviour incidents. 

In the academic year 2023/24, we will continue to use CPOMS

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

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

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

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

Appendix 2 - Rewarding Good Work & Behaviour in Key Stage 1 & 2

Behaviour – Values in Action Board KS1 and KS2

Values in action board will be displayed in all classrooms

Teachers and children write the names of those who display the ‘Values in Action’ with an increasing emphasis on it being child initiated/led as children become more independent.

Values champion for the week decided by the class and/or class teacher

Photo of the Values in action board will be uploaded to the power point every Friday ready for assembly.

Appendix 3 - Rewarding Good Work & Behaviour in EYFS

Behaviour – Values in Action Board EYFS

Values in action board will be displayed in all classrooms - the focus will be on 1 of the values each half term (these to be decided by the KS leader)

Teaching staff and children can write who they have seen demonstrating the values each week

Values champion for the week decided by the class and/or the class teacher

Appendix 4 - Consequences KS2

Behaviour sheet

For Serious incidents:  Inform SLT who will arrange a meeting with the class teacher, parents and child.  Sanctions/ Next steps will be agreed at the meeting. This may include internal exclusion and a record of this meeting will be kept on file (appendix 14) and recorded on CPOMs.

If a pupil has to attend more than three lunchtime reflection sessions in any one half term, the teacher refers to SLT. Parents will be invited in to discuss future actions.

If behaviour is still an ongoing concern – seek advice from KS Leader.

Note:  Every day is a fresh start.

Appendix 5 - Consequences KS1

Behaviour sheet

If a pupil has to attend more than three lunchtime reflection sessions in any one half term, the class teacher will contact parents to arrange a meeting (using “Letter to parents C”) to discuss concerns and agree a home-school contract. A record of this meeting should be kept in the class behaviour file.

For Serious incidents:  Inform SLT who will arrange a meeting with the class teacher, parents and child.  Sanctions/ Next steps will be agreed at the meeting. This may include internal exclusion and a record of this meeting will be kept on file (appendix 14) and recorded on CPOMs.

If behaviour is still an ongoing concern – seek advice from KS Leader.

Note:  Every day is a fresh start.

Appendix 6 - Think Sheet System

Lunchtime Reflection sessions

A child will have to attend a lunchtime reflection session if they get 3 or more crosses next to their name in a week.

Held at lunchtime 12 – 12:30 (KS2) in computer room 12:15 – 12:30 (KS1) in KS1 shared area

Held by a member of SLT who will go through each behaviour log and discuss reasons for think sheets. This session will also be used to discuss future actions and how to reconcile for the behaviour.

Behaviour logs will be handed to the member of SLT taking the session on or before the reflection takes place and the TA for each class will escort the children to the appropriate rooms where the session will take place.

Children at the session will eat their lunch after the session and should be escorted to the dinner hall by the member of SLT taking their reflection session.

Parents will receive a letter informing them that their child has to attend lunchtime reflection session and a copy of this letter will be kept on file (Letter to Parents B).

Appendix 7 - KS2 Think Sheet

Name:………………………………………………………………………………………………………………

Class:………………………………………………………………………………………………………………..

Date:………………………………………………………………………………………………………………...

Signed ______________________________________ (Pupil signature)

Appendix 8 - KS1 Think Sheet

Name:……………………………………………………………………………..………………………………….

Class:...................................................................................................................................................…….  

Date:…………………………………………………………………………………………………………………..

Signed:…………………………………………………………….(Pupil signature)

Appendix 10 - Letter to Parents – B

Date: …………………………………………..

Dear Parents/Carers

I am writing to inform you that your child has had a cross on the behaviour sheet more than 3 times this week.

In accordance with our behaviour management policy he/she will now have to attend a lunchtime reflection session on ______________________

Please talk to your child about this letter in order to prevent this situation escalating and more serious sanctions being implemented.

Thank you for your support.

Yours sincerely

Class Teacher

_____________________________________________________________________________________

Please return to the class teacher:

Name of child:………………………………………………………………………….                       

Class:…………………………….

Date:…………………………………………………………

I have read this letter and talked to my child about his/her behaviour  

Signed:…………………………………………………………………………………………… (Parent/Carer)

Appendix 11 - Letter to Parents – C

Date:

Dear Parent/Guardian

Re:…………………………………………………………………..

Your child has recently had to attend a third lunchtime reflection session as part of our behaviour management policy.  The reason for this session was:

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Unfortunately his/her behaviour has not improved and I would therefore like you to come into school to discuss your child’s behaviour on:

…………………………………………………………………………………………………………………………………………………………………………………………………..…………………………..

Please complete and return the reply slip below.

It is important that we work together to ensure that this behaviour improves and does not have an adverse effect on your child’s education.

Thank you for your continued support.

 _____________________________________________________________________________________________

Class Teacher: ……………………………………………………………………………………………

Name of Child…………………………………………………………….                         

Class:……………………………………….

I will be able to attend the meeting to discuss my child’s behaviour in school on:

 ……………………………………………………………………………………………………………..

Signed:……………………………………………………………………………………….. (Parent/guardian)

Appendix 12 - Meeting with parents

Name of pupil:…………………………………..

Date:……………………….

Present:…………………………………………………………………………………………………………………

Reason for meeting: …………………………………………………………………………………………………..

Concerns:

Action Agreed - pupil:

Action agreed – parents:

Action agreed – teacher:

Arrangements for Review:

Signed:

Class Teacher:…………………………………….

Pupil: ……………………………………………….

Parent:……………………………………………..

Appendix 13 - EXCLUSIONS

A decision to exclude a pupil, either for a fixed period or permanently is seen as a last resort by the school while always bearing in mind our duty of care to pupils and staff.  A range of policies and procedures are in place to promote good behaviour and appropriate conduct. No exclusion will be initiated without first exhausting other strategies or, in the case of a serious single incident, a thorough investigation.

Reasons for exclusion:

• Serious breach of the school’s rules or policies

• Risk of harm to the education or welfare of the pupil or others in the school

• Breakdown of the relationship between the school and parents

Any exclusion will be at the recommendation of the Head teacher and the discretion of the Governors.

Temporary exclusion

A temporary exclusion should be for the shortest time necessary; Ofsted evidence suggests that 1-3 days is usually enough to secure benefits without adverse educational consequences.

Persistent or cumulative problems

Exclusion for a period of time from half a day to 5 days for persistent or cumulative problems would be imposed only when the school had already offered and implemented a range of support and management strategies.

These could include:

• Discussion with the pupil

• Mentoring (adult support)

• Discussions with parents

• Target setting

• Checking on any possible provocation

• Detention

• Counselling

• Internal seclusion

• Multi Agency Support

Exclusion will not be used for minor incidents (e.g. failure to do homework, lateness, poor academic performance or breaches of uniform rules).

Single incident

Temporary exclusion may be used in response to a serious breach of school rules and policies or a disciplinary offence. In such cases the Head teacher will investigate the incident thoroughly and consider all evidence to support the allegation, taking account of the school’s policies.

Permanent exclusion

A permanent exclusion is a very serious decision and the Head teacher will consult with a governor before enforcing it. As with a temporary exclusion, it will follow a range of strategies and be seen as a last resort, or it will be in response to a very serious breach of school rules and policies or a disciplinary offence such as:

• Serious actual or threatened violence against another pupil or a member of staff

• Possession or use of an illegal drug on school premises

• Carrying an offensive weapon

• Persistent bullying

• Racial harassment

The decision to exclude

If the Head teacher decides to exclude a pupil he/she will

• Ensure that there is sufficient recorded evidence to support the decision

• Explain the decision to the pupil

• Contact the parents, explain the decision and ask that the child be collected

• Send a letter to the parents confirming the reason for the exclusion, whether it is a permanent or temporary exclusion, the length of the exclusion and any terms or conditions agreed for the pupil’s return

• Ensure that appropriate work is set and that arrangements are in place for it to be marked

• Plan how to address the pupil’s needs on his/her return

• Plan a meeting with parents and pupil on his/her return

If the school considers that an exclusion may put the child at risk, the school will liaise with the appropriate authorities to ensure that the child’s welfare needs are met while the child is not at school.

Behaviour outside school

Pupils’ behaviour outside school on school trips and sporting events is subject to the school’s behaviour policy.

Pupils with special educational needs and disabled pupils

The school must take account of any special educational needs when considering whether or not to exclude a pupil. Under the amended Disability Discrimination Act 2010 there is a legal duty not to discriminate against disabled pupils by excluding them from school for behaviour related to their disability. The Head teacher should ensure that reasonable steps have been taken by the school to respond to a pupil’s disability so the pupil is not treated less favourably for reasons related to the disability. ‘Reasonable steps’ should include:

• Differentiation in the school’s behaviour policy

• Developing strategies to prevent the pupil’s behaviour

• Requesting external help with the pupil

• Staff training

Where reasonable adjustments to policies and practices have been made to accommodate a pupil’s needs and to avoid the necessity for exclusion as far as possible, exclusion may be justified if there is a material and substantial reason for it. A specific incident affecting order and discipline in the school may be such a reason.

Procedure for appeal

If parents wish to appeal the decision to exclude the matter will be referred to the Governor Body. Two governors, who were not involved in the initial decision to exclude, will acknowledge the complaint and schedule a hearing to take place as soon as practicable and normally within five days.

Appendix 14 - Serious Incidents form

Co-op Academy Penny Oaks

Serious incidents form

Name:…………………………………….                    

Class:…….                                                    

Date:……………..

Time:……………….                                                                                 

Staff Involved:……………………………………..

 Outline of the incident:

Teacher:…………………………………….

Pupil: ………………………………………………..

Parent:…………………………………………..