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Positive Behaviour Policy

Policy details

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

Co-op Academy Hillside

Ridgeview Road

Noctorum

01516779960

www.hillside-coopacademies.co.uk

Contents

Policy details        

1. Policy Statement and Purpose        

2. Rules and Ways of Being        

3. Rights and Responsibilities

4. Developing Positive Behaviour        

5. Recognition        

6. Classroom Expectations        

7. Expectations Around the Academy        

8. Expectations outside of School        

9.  Consequences        

Early Years        

Recording        

Time out

10. Expectations of staff        

11. Further Intervention and Support        

12. Child on Child Abuse        

13. Searching, Screening and Confiscation        

Appendix        

1. Policy Statement and Purpose

We want our school to be a place where all children and adults feel safe, happy and successful. We know that the consistent application of this policy is key to this. Through this policy, we will set out our high expectations of adults’ and pupils’ behaviour and will define unacceptable behaviours, including bullying. We will clarify the roles and responsibilities of different people within the academy community. We will also outline the rewards and sanctions which are to be used consistently by all staff.  

We want to celebrate the individuality of every child in a positive and caring environment, where everyone takes responsibility for themselves and each other. The positive atmosphere and firm boundaries nurture children’s social, moral and emotional development, rewarding their desire to make good choices, through the Co-op Ways of Being. We aim to support children to understand the positive and negative consequences of their actions and choices beyond the school gates and into adulthood. By working together, child, parent and teacher, every child will achieve their full potential.

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

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

Our expectations are underpinned by the Co-op’s ‘Ways of Being’.

Being Co-op is about creating an environment that celebrates difference. Somewhere both pupils and colleagues feel responsible, valued, empowered and trusted to do the right thing for each other and our community.

The four Ways of Being Co-op guide our future – no matter what we do, they’re how we do it. They are:

Our Pupil Behaviours help us define and explore each ‘Ways of Being’.

3. Rights and Responsibilities

The Academy Governing Body:

The academy governing body is responsible for monitoring this behaviour policy’s effectiveness and holding the headteacher to account for its implementation.

The Headteacher:

The headteacher is responsible for reviewing and approving this behaviour policy.

The headteacher will ensure that the school environment encourages positive behaviour and that staff deal effectively with poor behaviour, and will monitor how staff implement this policy to ensure rewards and sanctions are applied consistently.

Members of Staff:

Staff are responsible for:

• Implementing the behaviour policy consistently
• Modelling positive behaviour
• Providing a personalised approach to the specific behavioural needs of particular pupils
• Recording behaviour incidents

The senior leadership team will support staff in responding to behaviour incidents.

Parents/carers:

Parents are expected to:

• Support their child in adhering to the pupil code of conduct
• Inform the school of any changes in circumstances that may affect their child’s behaviour
• Discuss any behavioural concerns with the class teacher promptly

4. Developing Positive Behaviour

To encourage positive behaviour, all members of staff will:

• Build positive relationships with all pupils and parents/carers
• Be positive and notice/recognise good behaviour
• Be an exemplary role model in every aspect of their work and communication
• Always model good manners and insist that pupils show these too
• Remain calm in all situations
• Ensure all rewards and sanctions earned are delivered
• Be early to collect or receive pupils
• Be well prepared for all lessons to reduce transition times
• Ensure that work is matched to pupils’ needs and levels of attainment
• Have clear routines which are adhered to consistently
• Ensure pupils line up smartly and move through the school in a calm and orderly way
• Insist that all pupils demonstrate active listening when adults or peers are speaking
• Investigate reports of misbehaviour fairly and thoroughly

Our staff are provided with training on managing behaviour, including proper use of restraint, as part of their induction process. Behaviour management will also form part of continuing professional development at least on a termly basis. We recognise that lunchtime staff manage pupils’ behaviour at the least structured point in the day. Therefore, intensive training is provided for this group of staff.

A staff training log can be found in the appendix.

Embedding the approach

It is vital that all members of the academy community understand and support the implementation of the policy. To this end, we ensure the following strategies are in place:

• the use of ‘Talk Types’ to give pupils and staff a shared language for discussing communication
• the Pupil Code of Conduct is displayed in all rooms of the academy, in the playground and adults have a copy on their lanyards
• the tariff for rewards and sanctions are displayed in all rooms of the academy
• assemblies to celebrate and to reinforce pupils’ knowledge of behaviour and consequences (including through well chosen stories, parables etc)

At all stages of this, children will be supported and their improvements will be recognised to give children the best possible chance of again meeting Co-op Academy Hillside’s whole school expectations.

5. Recognition

All of our reward systems are established to recognise and reinforce positive behaviours for learning and developing relationships in school.

Golden Rules:

• Be Kind
• Always Try your Best
• Never Give Up

Following the school rules is rewarded as follows:

1. Smile/nod of recognition.

2. Specific verbal praise that clearly identifies the rule followed.

Positive Phrasing

When talking to the children all staff / adults working in the school are encouraged to focus on what they do want children to do, not what they don’t want. For example:

• Please sit in silence
• Please walk
• Please listen
• Show me you are listening

Whole school reward systems

Use of explicit praise: When recognising achievement, staff are expected to be precise and explicit in identifying the behaviours being acknowledged. General praise (e.g. “Well done”) is positive, but targeted praise that highlights the specific behaviour (e.g. “Well done for persevering with that maths problem, even though it was difficult” or “Well done for showing me you are listening by making eye contact”) has greater impact. This approach reinforces positive learning behaviours, makes expectations clear, and communicates consistently to all pupils the values and conduct that are promoted within the school.

Golden time:

On Friday afternoons, all children have the opportunity to participate in Golden Time, a reward for consistent positive behaviour throughout the week. Pupils can earn up to five minutes of Golden Time per day, allowing for a total of 25 minutes on Friday. If any Golden Time is lost during a morning session, children have the opportunity to earn back time in the afternoon. During Golden Time, pupils may choose from a range of activities thoughtfully prepared by the class teacher. Children who have not earned their full Golden Time will complete a brief reflection with their class teacher before joining in with any remaining time they have earned, ensuring that the process supports both personal accountability and positive reinforcement.

Golden ticket:

Each week, class teachers identify one Golden Ticket child who has demonstrated exceptional effort, attitude, or achievement. This recognition highlights pupils who consistently embody our school values and act as positive role models for their peers. Golden Ticket children are rewarded with a range of privileges, which also includes a trampolining session on a Friday afternoon.. This system reinforces the importance of sustained effort and positive behaviour, while celebrating individual success in a way that is visible and motivating for the whole school community.

Golden ticket Assembly Awards

6. Classroom Expectations

6.1 School Rules

Our Golden rules reflect the guiding principle and the core values that support children’s and adult’s understanding of the school’s expectation for everyone. They are highly visible throughout the school, constantly referred to and explicitly taught and are as follows:

• Be respectful
• Be resilient
• Be responsible

We proactively work with other agencies when necessary and we support families together is a range of ways e.g. Early Help, referrals to family support etc.

We recognise that for children to understand how to behave this has to be taught. We have therefore constructed a curriculum to actively teach children how to behave through all key stages. This is also done on a daily basis as a drop in – what does this rule mean and how can we all follow it.

7. Expectations Around the Academy

The code of conduct explains clearly to pupils how they should behave both in the classroom and around school. In addition, at Co-op Academy Hillside we expect pupils to:

• Line up quietly and walk in line when transitioning from one room or activity to another
• Move to lines immediately after lunch when the ‘silent stop’ whistle is blown
• Respect that there is always learning happening and therefore use quiet voices inside the building
• Ensure they put all litter in the bin and behave responsibly in all inside and outside spaces
• Queue respectfully for dinner and always tidy away their tray once they have finished their meal
• Speak politely to all adults, including lunchtime supervisors, site staff and any visitors

8. Expectations outside of School

We are proud of our community and want our community to be proud of us. Our pupils are our ambassadors when identifiable and in our uniform and so we expect behaviour walking to and from school, in the community, to reflect the high standards we have for them inside of the building.

We ask that parents and carers monitor behaviour of children immediately outside the school gates and whilst walking too and from school to ensure they are safe on the busy roads and that they are not causing blocks to the walkways for other pedestrians.

9.  Consequences

Graduated Behaviour System

Although the focus of our Behaviour and Relationships policy is developing positive behaviours and relationships, the use of sanctions is an essential part of our approach.  Unacceptable behaviour will not be tolerated.  We have to ensure that our school is a place where children’s rights to safety, happiness, respect and the right to learn are protected.  

When sanctions are enforced, it is essential that we use them to allow children to reflect on their behaviour and consider future actions.  

In Reception , Key Stages 1&2 we use our zone system to manage sanctions.

Steps staff must follow when applying sanctions:

Guidance for restorative conversations

If possible, talk to pupils involved separately initially.

This conversation should take place with the adult who witnessed or received the information about misbehaviour.

Examples of the reflection sheets for children to use:

We do not use the following sanctions:

• Corporal punishment of any kind
• Children being sent out of class without supervision
• Lines
• Ridicule or sarcasm
• Criticism of the child rather than the behaviour e.g. “that was unkind” not “you are unkind”.
• Jumping to conclusions based on a child’s reputation or previous behaviour.
• Threats of punishments which are not carried out.
• Sending children home with incidents unresolved so they worry unnecessarily
• Group punishment – unless absolutely necessary.

Where anti-social, disruptive or aggressive behaviour is frequent, sanctions alone are ineffective.  In such cases, careful evaluation of the curriculum on offer, classroom organisation and management and whole school procedures should take place to eliminate these as contributory factors.  The Academy will also consider any issues relating to inclusion or safeguarding.  If implementation of the above steps and support are unsuccessful in improving behaviour, the school may need to consider fixed term and ultimately permanent exclusion.

10.2.3 Expectations from the staff team

To be successful in promoting positive behaviour, we believe that there are three essential factors that are expected from our staff team.  They are that we:

1.  Value and promote positive behaviour

We believe that praise and positive reinforcement are more effective than sanctions. Outstanding behaviour is expected at all times, held in high regard by all and constantly promoted and rewarded.

*See Appendix 1 for the rewards given to children with outstanding behaviour.

2. Quality of Relationships

We understand that positive and respectful relationships lie at the heart of successful learning. Research, including the work of Paul Dix, highlights that it is the small, consistent interactions that truly shape behaviour and culture in the classroom. Every greeting, every smile, and every welcome builds trust and belonging. Purposeful relationships grow from listening attentively, acting with fairness, and demonstrating integrity- qualities we expect and model as professionals each day.

3.  Consistency

 We show our commitment to consistency through professional discipline in all that we do. Reward systems are applied fairly and valued as a way of recognising children who succeed together, show they care, do what matters most, and are themselves always. Equally, when behaviour does not meet expectations, we respond with the same fairness and rigour, following agreed processes carefully. In doing so, we provide clear boundaries, model integrity, and ensure every child feels respected and supported.

11. Further Intervention and Support

Coop Academy Hillside is aware of the links between the SEND Code of Practice, our SEND processes and the whole school behaviour system outlined in this policy. Some special educational needs may pose a barrier or difficulty when applying the requirements of this policy, and require suitable adaptations, for example pupils with social, emotional, mental health difficulties and diagnosis such as Autism. We recognise our legal duty under the Equality Act (2010) to ensure reasonable adjustments are made that are personalised to the pupil’s strengths and needs, and regularly reviewed.

Reasonable adjustments can take the form of how the behaviour policy expectations are explained to children with SEND, so that they understand what they should and should not do.

In conjunction with the class teacher, the SENDCo will evaluate a pupil who exhibits challenging behaviour to determine whether there is a possibility of the pupil having underlying needs that are not currently being met.

Where required, strategies will be put into place to address and support, and reviewed using the graduated approach of assess, plan, do, review cycle. Liaison with external agencies will take place where necessary. Where appropriate, pupils who struggle to manage their own behaviour will be given specific, measurable targets (e.g. I will remain in my seat during lessons; I will put my hand up to speak; I will use only kind words). Some pupils will have an individual reward chart which acknowledges positive behaviour over short periods of time (e.g. 5 or 10 mins). These rewards will then accumulate for pupils to earn the Co-op Coins in line with their peers.

Where pupils display behaviours which could put themselves, others or the order of the academy at risk, positive handling plans and individual risk assessments will be put in place. Any restrictive physical intervention will be recorded in the bound book and communicated to parents/carers.

11. Child on Child Abuse

Co-op Academy Hillside 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 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 Hillside Anti Bullying Policy.

Co-op Hillside Child Protection Policy.

Keeping Children Safe in Education

12. Suspensions

This policy links with our exclusions policy. Internal exclusions, fixed term exclusions and permanent exclusions are only used as a last resort to address serious misbehaviour and/or when the sanctions in this policy have not been effective.

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

Pupils are not allowed to bring their mobile phones to school - for their own safety and security and for the comfort and peace of mind of others.

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).

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