Positive Behaviour Policy

Policy details

Date created - 01/10/2024

Responsibility for review: Dan Foster, Senior Deputy Headteacher

Contents

Policy details        1

1. Policy Statement and Purpose        2

2. Rules and Ways of Being        3

3. Rights and Responsibilities        4

4. Developing and Supporting Positive Behaviour        5

5. Recognition        6

6. Classroom Strategies and Expectations        7

7. Consequences        7

8. Further Intervention and Support        8

9. Child on Child Abuse        8

12. Searching, Screening and Confiscation        10

1. Policy Statement and Purpose

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

In addition to this guidance, Co-op Academies Trust 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.

The aims and principles of Co-op Academy Southfield’s Positive Behaviour Policy is to reflect our belief that behaviour is modifiable, rather than fixed, and that our pupils being able to identify, manage and overcome their our own anxiety triggers is a significant part of their journey to become as independent as possible and to engage with teaching and learning in a meaningful way.

We believe that every incident of what can be seen as ‘socially invalid’ behaviour has a root cause which is underpinned by a function i.e an unmet need. Together we aim to identify the function of such behaviours so that, over time, we help our pupils to learn more socially valid and socially acceptable means to meet that function. This is known as the functional behavioural analysis and behaviour modification approach, rather than simply behaviour management.

Learners who display, or are at risk of displaying behaviours which challenge, might need support which involves both positive behaviour support, including functional behaviour analysis, and some form of restrictive intervention. Any restrictive intervention must be legally and ethically justified, be reasonable, proportionate and necessary to prevent harm, and be the least restrictive option.

At Co-op Academy Southfield we utilise a holistic approach to ensure we are planning for the needs of all of our pupils with complex needs. This includes learners with Profound and Multiple Learning Disabilities (PMLD), Autistic Spectrum Disorder (ASD), Severe Learning Disability (SLD), Speech, Language and Communication Need (SLCN), and Physical Disability (PD).

At Co-op Academy Southfield we understand that:

• Our pupils want to have a positive experience at school and form meaningful relationships with adults and other pupils.
• Behaviour is a means of communication - we must ensure that all learners are supported to communicate their needs safely and appropriately using their preferred communication systems.
• With the right support and intervention, pupils can learn to self-regulate and modify their own behaviour.
• Mistakes are part of the learning process and we recognise that all of our learners are at different stages of the developmental process.
• All of our pupils have learning disabilities and other complex needs which impact on how they learn to regulate and manage their behaviour.
• Staff members must be given the opportunity to learn, understand and have insight into why our learners become dysregulated, and reflect on how and why it impacts on their behaviour.
• Staff members must work collaboratively with our learners, their families, and other professionals to develop strategies as part of a positive behaviour support plan.

Class teams can support our learners by:

Observing, gathering and analysing data on behaviour - to ensure our interventions are personalised, well informed and planned according to the needs of each individual within the context of their class and their needs.

To create bespoke and holistic Positive Intervention Plans when necessary, sharing these with families, and to reflect on these regularly as a team, updating and sharing this information.

To reflect on the use of the classroom and wider school environment and how this impacts on individual pupils’ behaviour, providing the safest and most positive regulation-friendly space possible.

To work in close partnership with all stakeholders - our pupils, their families, and other professionals e.g. Occupational Therapists, Physiotherapists, Speech and Language Therapists, Social Care, CAMHS etc.

The resources, interventions and pedagogy to support positive behaviour for our learners:

• A variety of individualised and accessible modes of communication (Total Communication)
• Clear and realistic expectations
• Rules and boundaries
• Predictable routines and structure, with clear beginnings and endings
• A clear reward and recognition system
• A commitment to relationship reparation and post-incident listening and learning (debrief)
• Predictable responses to behaviour incidences, both positive and challenging.

2. Rules and Ways of Being

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

Succeed together

Be yourself, always

Do what matters most

Show you care

These characteristics are promoted in a range of styles with students across the cognitive ability spectrum, in order to create the right climate for positive behaviour.

All teachers and staff are responsible for supporting positive behaviour in classes and for identifying where students may need additional support.

Here at Southfield, we intend to guide our staff towards developing the most proactive, positive climate and culture in the school, so that incidents of disengagement and negative behaviour are minimised.

We recognise that all behaviour is a form of communication. It is usually the symptom of a problem and not the problem itself.

All students are supported to manage their low level, anxiety driven behaviours. Staff use the principles of Team Teach, which embraces 95% of interventions to be non-physical. We work to understand the underlying cause of the behaviour. Where students may still require much more intervention to help settle their anxiety-driven behaviours, then they may need a risk assessment to keep everyone safe.

3. Rights and Responsibilities

We expect all students and staff to be:

• Respectful and tolerant of each other’s needs and abilities. 
• Careful and considerate towards each other, and all school property and facilities. 
• Respectful of everyone’s right to equal opportunity. 

Co-op Academy Southfield staff strongly believe that we should seek to understand students through their behaviour and not label them according to their conduct.

Southfield’s Academy Community Council is committed to supporting high standards of behaviour. The children will be supported in a variety of ways, where able, to voice their opinions about behaviour in school. The Headteacher and other staff with responsibilities relating to behaviour management will support all staff in maintaining positive environments where children flourish and will keep staff, parents and community council members up to date with DfE and local guidance relating to behaviour in schools.

The Academy Community Council has overall responsibility for: 

• Ensuring that this policy, as written, does not discriminate on any grounds, including but not limited to the protected characteristics as defined in the Equality Act 2010;
• Promoting a whole-school culture where calm, dignity and structure encompass every space and activity;
• Handling complaints regarding this policy.

The headteacher is responsible for: 

• The monitoring and implementation of this policy and of the behaviour procedures at the academy. This includes the policy’s effectiveness in addressing any anxiety-driven behaviours;
• Establishing the standard of behaviour expected by students at the academy but recognising that for many students, their behaviour is linked to their disabling condition;
• The day-to-day implementation of this policy;
• Publishing this policy and making it available to staff, parents and students at least once a year;
• reporting to the academy community council on the implementation of this policy.

The mental health lead is responsible for:

• Overseeing the whole-school approach to mental health, including how this is reflected in this policy, how staff are supported with managing students who at times of dysregulation may display behaviours that challenge.

Teaching staff are responsible for: 

• Planning and reviewing support for students.
• Planning lessons to address potential areas of difficulty to ensure that there are no barriers to every student achieving their full potential.
• Being responsible and accountable for the progress and development of the students in their class.

All members of staff, including teaching and support staff, and volunteers are responsible for:

• Adhering to this policy.
• Supporting students in adhering to this policy.
• Promoting a supportive and high-quality learning environment. 
• Modelling high levels of behaviour.
• Being aware of the signs of low level anxiety-driven behaviours. 
• Setting high expectations for every student.
• Being aware of the needs, outcomes sought, and support provided to students.
• Ensuring all behaviour incidents are appropriately recorded.

Students are responsible for:

• Trying their hardest to display positive behaviours. 
• Trying their hardest to allow adults to help.

Parents are responsible for:

• Supporting their child.
• Informing the school of any changes in circumstances which may affect their child’s behaviour.
• Working collaboratively.

4. Developing and Supporting Positive Behaviour

Where there are concerns regarding a pupils’ behaviour, and given the very individual needs of all our pupils, they will be supported to modify their behaviour through bespoke Positive Intervention Plans and intensive Intervention Mentor support. These plans will take a ‘Functional Analysis’ approach- aiming to assess and analyse the functions of any socially invalid behaviours and, over time, reduce those behaviours through alternative, more socially acceptable ways to meet the function of those behaviours.

The quality of staff relationships with pupils are crucial. Each adult is significant for our learners. To foster successful, enabling relationships we need to:

• Actively build trust and rapport with all pupils
• Have high expectations for all learners. When we demonstrate belief in them, it supports them to succeed. Succeed Together.
• We treat learners with dignity and respect at all times by communicating carefully and clearly in a way that is accessible and appropriate.
• Consider the function of the behaviour; why the pupil is behaving this way and what need does it meet?
• Identify the strengths of the learner and build on these.
• Firmly hold appropriate and agreed boundaries and Positive Intervention Plans..
• Seek support from the Pastoral Team, wider professional networks and work together to reshape behaviours that challenge.
• We are non-judgmental about learners’ life experience, but we use available information and data to inform our planning to support them.

The quality of the school-home relationship in relation to behaviour is also crucial. It is important that:

• Recognise that parents and carers are most often the child’s biggest advocate and most experienced in meeting their needs.
• We work jointly and plan with families to ensure consistency in our approaches.
• Positive Intervention Plans are co-created with families and are regularly reviewed. This includes any form for restrictive physical intervention used to keep the young person safe in incidences of extreme dysregulation.
• We work collaboratively with other professionals working with pupils to ensure their input into planning and interventions
• We share up to date information with appropriate professionals to ensure consistency between different contexts and environments.

Post-Incident LIstening and Learning (Debrief)

Co-op Academy Southfield is keen to ensure that, where practicable, each incident is followed by a thorough debrief opportunity where pupils have an opportunity to reflect, with an adult, on the link between how their experiences shape their feelings and their feelings drive their behaviour. Using this method of debrief, which will be personalised to the individual needs of each pupil, will enable pupils to begin to recognise and use alternative communication mechanisms and ways to express their feelings and emotions.

5. Recognition

Within the established positive learning environment at Co-op Academy Southfield, children should expect to receive regular praise from all they come into contact with. Where appropriate, class teachers are encouraged to agree rules with their classes and use a range of personally favoured strategies as incentives for the students to behave well. Such strategies include, but are not exclusive to:

• Verbal praise and encouragement  
• Non-verbal praise – which may include touch cues, symbols, facial expressions, gestures and/or signing.  
• Written remarks about good work  
• Stickers  
• Sending children to another teacher or Pathway Leader to share their work/good behaviour  
• Displaying students’ work and achievements  
• Certificates to celebrate children’s success (for behaviour and academic achievement)  
• Weekly Celebration of Learning assemblies (Sixth Form)

6. Classroom Strategies and Expectations

At Co-op Academy Southfield, we endeavour to provide a stimulating and enjoyable learning environment for all students, as we recognise that some negative behaviour exhibited in the classroom can be as a result of boredom or lack of interest in the task, or indeed a task being too difficult for the individual concerned. 

In order to achieve effective learning and positive behaviour management at Co-op Academy Southfield the following must be carefully considered: 

• A positive, calm and purposeful classroom tone
• Positive and realistic expectations about learning and learning outcomes which are differentiated for each student  
• The appropriate use of a range of communication tools, including visual timetables, objects of reference and/or other suitable tools for enabling each child to know what is happening during the day  
• An attractive, tidy, well-cared for environment  
• A well-planned environment which students can navigate without unnecessary barriers  
• An environment which gives thought to the needs of the children within that classroom e.g. visual stimulation levels through displays.  
• Classroom organisation and planning for teaching in individual, small group and whole class group sessions in relation to individual needs, staff strengths, space and curriculum content.  
• Developing communication systems between all staff through use of regular meeting times and electronic recording entry to ensure consistency of approach for recording and reporting.  
• Actively encourage positive interactions to develop mutual and reciprocal relationships.

7. Consequences

It is not routine practice to use sanctions at Co-op Academy Southfield, unless the behaviour is understood to be a deliberate ‘misbehaviour’ that can be corrected in this way. As the students attending our school are working at early learning levels, we firmly believe that other, non-aversive, strategies are best used and most effective. These can include: 

• Distracting, diverting or redirecting the child.
• Always addressing low level behaviours.
• Discovering the cause of the behaviour and removing it.
• Teaching an alternative behaviour or skill that achieves the same function, but that is more acceptable.

8. Further Intervention and Support

Positive Intervention Plans (PIPs) are developed by class teams in collaboration with a team of intervention staff using functional behaviour analysis approaches, incident report and incident data analysis and direct observation. Through this approach we can ensure that the right children receive the right support at the right time and can work on a proactive behaviour support basis.

These plans are shared with parent/carers and, where relevant, partner agencies, to ensure student needs are being met, and that there is a consistency of approach by all staff. (See Incident Recording and Reporting Procedures.)

9. Child on Child Abuse

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

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

Where there are any reports of child on child abuse, including sexual violence and sexual harassment,  we will follow the guidance set out in Part 5 of Keeping Children Safe in Education 2022. The Academy maintains a zero tolerance approach to all forms of child on child abuse and always maintain the attitude ‘it could happen here’. We will always take any reports or disclosures seriously. Any sanctions for child on child abuse will be proportionate, considered, supportive and will be decided on a case by case basis. Sanctions could include managing the incident internally, referring to early help, referring to children’s social care or reporting the incident to the police. Serious incidents could result in permanent exclusion. The Academy will not tolerate behaviour of this nature, whilst also not demonising anyone – we will support and listen to all of the pupils involved. The alleged perpetrator(s) will be offered support so that they can change their behaviour.

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

Co-op Academy Southfield Anti Bullying Policy

Co-op Academy Southfield Child Protection and Safeguarding Policy

The current version of Keeping Children Safe in Education

10. Suspensions

At Co-op Academy Southfield, fixed-term suspensions are used reluctantly and rarely, either if the student's cognitive ability makes the sanction meaningful in the event of an extreme behaviour, or as a short term means to secure the safety of other children and staff, for example after a ‘meltdown’ when a child may need some time out of the situation, before a restorative approach can be used with a high likelihood of success.

Permanent exclusions will only ever be used in extreme circumstances, where allowing the student to remain in school would risk serious harm to the welfare of the student or other students in the school, or seriously compromise the education and welfare of other children. In the event of this situation arising, the academy will give due regard to the Trust Exclusion Policy and the Exclusion from maintained schools, academies and pupil referral units in England statutory guidance, including the early annual review or interim/emergency review of the student’s Education Health & Care Plan (EHCP), where  student placements may be reviewed in consultation with parents and SEN Officers, and alternative placement secured through the SEND Code of Practice. All exclusions are reviewed by the Chair of Community Council in line with the statutory guidance.

Informal exclusions will not be used by the academy.

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

11. 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.

12. 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

Mobile phones are a wonderful educational tool, when used in the right context, particularly for our learners who are focussing on becoming independent and moving into adulthood. Mobile phones should, however, be handed to an adult on arrival if they are brought into school so that their use can be scaffolded appropriately by an adult. If a pupil is found to have a mobile phone on them this will be confiscated and given to a parent/carer or bus escort for the homeward journey. If mobile phones, or other electronic means (including AAC devices) are being used inappropriately these may be searched.

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).