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 Beckfield 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)

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’.

Vision and values

I care about the school and what we stand for. I show the values inside and outside of the academy.

Future focussed

I think about the future. I want to do well, and I want others to do well.

School improvement

I make sure that we all get better together. I know that my behaviour and actions have an impact on others.

Improving myself

I focus on getting better. I improve how much I can learn.

My words

I talk openly and honestly and know how my words help or hurt others.

Inclusive

I can be friends with anyone and treat everyone with respect.

Co-operation

I work co-operatively with others. I share my ideas and listen to others.

Driving innovation

I am confident using technology in a safe and sensible way.

Speaking up

I know my words can help others to be better. I speak up when I see bullying or poor behaviour.

Being a good friend and learner

I develop good friendships and work with my teachers, in order to understand and support others.

Championing Co-op

I represent my academy through my behaviour and my actions.

Helping others

I support the learning of others to promote a positive learning environment.

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

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.

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 Pupil Code of Conduct is displayed in all rooms of the academy and visible from the playground
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)

Leadership Opportunities

Class teachers ensure that ‘monitor’ roles (classroom leaders) are assigned within the classroom and are on a rota basis so that all pupils are a monitor (classroom leader) at some point during the year. For pupils with SEND who have a specific need, it may be appropriate for them to have a monitor role throughout the year. This will be identified in their pupil support plans.

There are also leadership roles which give pupils the opportunity to make a contribution beyond their classroom:

Co-op Young Leaders - pupils from KS2 are trained to support with school events and activities.

Assembly leaders - pupils from Y6 ensure the hall is set up for assembly and the certificates/prizes are ready to be distributed.

Co-op Coins will be awarded for pupils taking on leadership roles and fulfilling their responsibilities.

Recognition

All rewards are recorded on Arbor, which communicates to parents.

Regular Rewards

We have a wide variety of systems in place to recognise children when they are doing well and going above and beyond. We love to offer praise to children as we know that this boosts their self-esteem but also reinforces what is expected of them, in school and beyond.

Reward	What is it given for?	When is it given?
Attendance Merit	Being in class when the register is taken.	Twice a day.
Co-op Coin	Anything good!	At any time of the day by anybody in school.
House Point	Anything that is focused on helping and supporting the wider school community.	At any time of the day by anybody in school.
Star of the day postcard	A child who has shown an excellent attitude to learning and/or stood out for their Ways of Being.	At the end of each day, each class teacher will give out a postcard to the winner.
Super Learner Certificate	A child who has shown tremendous effort, resilience and achievement during that week/term.	During the assembly on Friday morning.
Terrific Talker Certificate	A child who has worked with a partner or a small group and communicated really well, or someone who has done a brilliant presentation.	During the assembly on Friday morning.
Headteacher/ Assistant Head Award	A child who has been exceptional during that week of school.	During the assembly on Friday morning.
Skills Builder Champion	A child who has shown meaningful progress with the development of their skills during that week/term.	Every Friday, in each classroom.
Attendance certificates: Bronze/Silver/Gold	Children who have achieved a certain amount of Merits for that term. They are also entered into a prize draw.	At the end of each term, during the celebration assembly.

Termly Rewards

Attendance 96%+

Annual Rewards

Attendance and punctuality 96%+
Super Learner of the Year
Ways of Being Co-op
Headteacher awards
Y6 Outstanding awards

6. Classroom Strategies and Expectations

All pupils within the academy will demonstrate the pupil code of conduct:

We know that strong, positive behaviour starts with strong classroom practice. Teaching staff have a responsibility to ensure that their classrooms are safe and supportive, and conducive to high-quality teaching and learning. To this end, we have a set of principles that all teaching staff must follow:

Here are the ways that we achieve this:

What we do	What we don’t do
At the start of each day, we share with children what the day will look like and what they will be learning.	We don’t change things unexpectedly or keep things from children.
We raise our hand high in the air to get the attention of the class. We do this in silence. We stand in a place where all the children can see us and give eye contact to children until they stop everything and look.	We don’t shout over noise. We don’t use clapping, phrases or songs to get the attention of the class.
We use 1, 2, 3 to transition children from the carpet to their seats and back again. We do this by holding fingers in the air and gently saying the words 1, 2, 3.	We don’t let children just wander around the room or change seats. They need to ask permission to leave their seat and seating plans can only be changed by the class teacher.
We have high expectations of children during the whole day. We share with children what we expect of them at different points.	We don’t allow children not to work hard because their regular teachers are not in the room.
We identify which children are making good choices and praise them publicly, telling them specifically what they have done well.	We don’t issue any reward, including Co-op Coins or House Points, to children if they are simply ‘behaving’.
We reward children as individuals, groups or a whole class using Co-op Coins, House Points, Postcards and Certificates.	We don’t punish the whole class for any reason.
We give children reminders about their behaviour in an escalating process: Quick and gentle Specific and firm Offer support Consequence/sanction	We don’t skip steps unless a child’s behaviour has been dangerous / serious and presents a risk to them or others, including adults.
We explain to children what we are doing and why but our focus must remain on the whole class.	We never argue or negotiate with children regarding behaviour.
We explain to children why we are giving a sanction and what we expect them to do to put it right.	We don’t threaten children or say things we are not able to follow through on. We don’t stop children attending trips/clubs/competitions/experiences as a consequence for their behaviour.
We use Arbor to issue ‘red points’ if behaviour persists.	We don’t write children’s names on the board when they are not behaving.
We speak to parents about their children as soon as possible. This could be via phone call or by speaking at the door.	We don’t allow children to tell parents before we do.

Zones of Regulation

We use Zones of Regulation as a communication tool, to support children to express themselves and to aid adults in offering support and guidance in the best way. The zones help children to understand their different feelings, which helps to normalise and reduce shame responses.

The zones are displayed in every classroom and around school.

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 Beckfield 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

Members of staff always try to intervene with low-level misbehaviour at the earliest point in the most subtle way. For example, this could be through making eye contact with the pupil, a gesture, facial expression or standing near to the child. The adult will then notice when the pupil makes good choices. The adult will acknowledge this - through subtle (e.g. smile, nod) or explicit (e.g. verbal praise, Coop Coins) means. If this approach is not appropriate for the situation, or if such strategies fail, the following approach is followed.

In challenging misbehaviour, members of staff will follow these steps:

It is important to us that we are able to maintain a pleasant environment for everybody: children, staff, parents and visitors. We will not tolerate behaviour that compromises the wellbeing or safety of others, or important learning for the children doing the right thing. We have developed a five-step approach to challenging poor, unwanted behaviour.

Level	What has happened?	Consequences
L1	A child has not followed our Code of Conduct - Behaviour at Beckfield even though an adult has reminded them and tried to help them, or they have done something unacceptable.	They will get a red point on Arbor. They will lose 5 minutes off their break or lunch for each red point they get.
L2	A child has been given three red points in one day.	They will lose 30 minutes off their lunch break. They will be expected to explain to a school leader what they have done and why. They will need to say sorry and fix what they have done. Their teacher will make a phone call home.
L3	A child keeps missing lunch breaks because of their poor choices.	The teacher will arrange a meeting with parents to talk about what is happening and how to work together to improve it. The child will need to apologise and start to make better choices.
L4	A child continues to make poor choices and missing breaks and lunches .	The child will need to see a school leader at least once every day so their choices can be checked on a report card. The adults in school might make referrals to other services to support the child/parents with the behaviour.
L5	A child has done something serious. This could include (but is not limited to) assault, fighting, racism, homophobia, discrimination, bullying, damage to property, significant disruption to school.	This triggers five red points. There is a chance the child will be suspended from school. They will need to explain what has happened and why to one of the school leaders. They will need to write an apology to anybody affected and fix what they have done. Parents will need to attend a reintegration meeting to discuss how to move forward after the incident.

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.

1	Question: What happened? Purpose: Discuss the unacceptable behaviour - give the opportunity for them to say how they feel aggrieved/justified in their behaviour
2	Question: What did you do? Purpose: Ensure the pupil takes responsibility for their own behaviour
3	Question: Looking back on it, what could you have done differently? Purpose: To explore their thoughts after their time of reflection.
4	Question: Who has been affected by what you have done? Purpose: Understand the impact on self and others and the responsibility they have towards others.
5	Question: What do you think you need to do to make things right? Purpose: Ask what could be done to help the pupil.

Early Years

Children in the early years who breach the Code of Conduct will have their time out immediately after an incident within the early years setting. The length of time out will be determined by the teacher.

Recording

The member of staff who investigated or witnessed the incident will record it on Arbor. For serious misbehaviour, the member of staff will consult with the SLT, make a telephone call to parents and will record this on Arbor. If sexually harmful behaviour occurs, this will also be recorded on CPOMs as a safeguarding concern. Appropriate actions will be taken, inline with this policy and the Safeguarding & Child Protection policy.

10. Further Intervention and Support

Coop Academy Beckfield 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 Beckfield 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 Academy Beckfield Anti Bullying Policy.

Co-op Academy Beckfield Safeguarding and 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 into school - for their own safety and security and for the comfort and peace of mind of others. Phones that are brought, must be handed in at the office before entering the school grounds, and collected again at the point of leaving.

See our Mobile Phone Policy for more information.

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).

Co-op Academies Trust - Behaviour Policy 2025-26