Positive Behaviour Policy

Policy details

Date created: October 2023

Consultation with Parents: November 2023

Consultation with Staff: November 2023

Consultation with Governors: December 2023

Date for review: September 2025

This policy must be reviewed annually, including a full consultation each year with Pupils, Staff, Parents and Governors

Contents

Policy details        1

1. Policy Statement and Purpose        1

2. Rules and Ways of Being        2

3. Aims        2

4. Developing Positive Behaviour        3

Responsibilities of Adults in the school        4

5. Recognition        4

6. Strategies, Expectations and Consequences        6

Procedure for Dealing with Minor Breaches of Discipline        6

Classroom Behaviours        7

Persistent Behaviours        8

Serious or Severe behaviours        8

Behaviour Cards        10

7. Expectations Around the Academy        12

8. Expectations outside of School        12

10. Further Intervention and Support        13

11. Child on Child Abuse        13

14. Searching, Screening and Confiscation        14

1. Policy Statement and Purpose

Co-op Academy Hillside - Behaviour Policy

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 2022

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 Hillside underpinned by the Co-operative Values and all within the academy aspire to the Co-op Ways of Being:

The Academy’s ethos is built on the Ways of Being Co-op:

• Be Yourself Always
• Show You Care
• Do What Matters Most
• Succeed Together

We support children to develop strong dispositions and attitudes through our 6 Rs:

• Resilient - I never give up, and I know that failure makes me better
• Resourceful - I enjoy being in the Pit of Learning, and I know what to do to succeed
• Respectful - I value the investment that my school community makes in me, and I show it
• Responsible - I do what is right, even when it’s the most difficult thing to do
• Reflective - I am not always perfect, but I always own my mistakes, and learn from them
• Responsive - I have the power to make myself better

3. Aims

The Aims of this Policy:

1. To implement procedures for managing behaviour which are supported and followed by the whole school community – parents, teachers, children and Governors – based on a sense of community and shared values.
2. To foster a caring, family atmosphere, in which teaching and learning can take place in a safe and happy environment.
3. To provide a safe, nurturing environment that takes into consideration the life experiences and background of our pupils.
4. Through the School Curriculum, to teach moral values and attitudes, as well as knowledge and skills that promote responsible behaviour, self-discipline, self-respect, tolerance and respect for other people and property.
5. To provide a curriculum that exposes children to a wide variety of social contexts where different behaviour codes are required.
6. To make clear to children the distinction between minor misdemeanours and serious misbehaviour and the sanctions that will follow any misbehaviour, placing the emphasis on discipline rather than punishment.
7. To resolve behavioural problems in a caring and sympathetic manner as they occur, in the expectation of achieving an improvement in behaviour.
8. To promote the Co-op Ways of Being

The school’s values guide all work with children when dealing with behaviour management; the Vision, Mission and Aims of the school are included at the back of this policy.

4. Developing Positive Behaviour

At Co-op Academy Hillside, teachers teach good behaviour rather than criticise poor behaviour.

1. All adults model the courtesy, respect and behaviour codes expected of pupils at all times.
2. All adults model the behaviour they expect of pupils, for example not talking in assemblies, or maintaining high levels of organisation
3. All adults talk about behaviour explicitly e.g. prepare children by making it clear what is expected in different situations; admire examples of thoughtful or caring behaviour; help children to learn from one another.
4. All adults reinforce rules and systems rigorously so that the children learn to adopt safe practices.
5. Adults spend time discussing behaviour when things have gone wrong so that children can learn from mistakes and cope with difficult situations positively.
6. Adults spend time resolving friendship differences working to develop children’s understanding and sense of justice, forgiveness and reconciliation.

Adults at Co-op Academy Hillside believe that children need the support of a scaffold around them in order to help them to assume appropriate behaviours.  We believe that children need to be taught a wide range of skills in order to feel comfortable in all the situations in which they may find themselves.  We believe that poor behaviour usually results from children being uncertain, anxious or unfamiliar of the expectations.  We have developed a range of contexts for teaching good behaviour:

• Nurture & wellbeing activities

• Curriculum

• A whole school reward system
• Celebration Assemblies

• Pastoral team (see policies and systems)

• Extra-curricular activities (forest school)

The school maintains professional relationships between children and adults.  Adults are positive role models that set high expectations within a caring learning environment, but they expect children to do their very best at all times.

Responsibilities of Adults in the school

• Adults must implement and model the Positive Behaviour Policy at all times.
• Teachers must discuss appropriate behaviour with children in anticipation of the many different contexts that they are introduced to in school.
• Teachers must recognise their duty to minimise the possibility of inappropriate behaviour by:

• providing interesting, challenging and well-paced lessons that motivate and engage the interest of pupils
• carefully organising their classrooms; and
• supervising movement around school

• Support staff must be in their assigned positions ready to supervise children properly.
• Every opportunity to build children’s self-esteem through direct and indirect praise and positive reinforcement must be exploited by all adults.
• Teachers and other adults must ensure that all interactions with children are characterised by positive language.  Adults talk to children in a polite and respectful manner, modelling the behaviour codes they expect from the children at all times.
• Raised voices and a change of tone of a voice are sometimes necessary in certain circumstances to indicate levels of disapproval but adults must never present themselves as out of control or in danger of breaching the spirit of this policy.
• Through their actions and discussions with children, adults model forgiveness and reconciliation to resolve situations and provide learning experiences for the children.

5. Recognition

We recognise and celebrate positive disposition, attitude, attainment and conduct. We also celebrate our Ways of Being Co-op, and the 6 Rs.

The following table outlines the positive scale for pupil behaviours:

Whole Class Rewards

We believe that collective endeavours should be rewarded and recognised to encourage children to collaborate, and share success.

At the end of each half-term, the school holds a reward event for every class reaching a predetermined points target across the half-term - this will vary by the number of pupils in the class, but will be based on earning  5 points per pupil per day.

Rewards include events such as:

• An in-school cinema
• Musical performance
• In-school Theatre visit
• An in-class treat

The end of Half-Term treat will be shared at the beginning of every half-term.

Individual Rewards

We also believe that exceptional individual achievement should be celebrated. To ensure that pupils who consistently apply themselves well to their learning are recognised and rewarded, the following rewards apply:

Other awards and recognition activities or events may be held to celebrate success, and we may hold pop-up ‘Ways of Being Weeks’ with raffle prizes for all pupils achieving a target number of points within the week.

6. Strategies, Expectations and Consequences

The adults at Co-op Academy Hillside do not let things pass; every incident or example of less than our best is tackled in some way. We believe that tackling small actions consistently reinforces the messages about good behaviour to children.

In all disciplinary actions it is essential that the child knows that it is the behaviour which is unacceptable, not the child as a person.

All breaches of the behaviour policy will lead to negative behaviour points, and this will impact the overall total for the pupil and class.

Procedure for Dealing with Minor Breaches of Discipline

• Redirect to another activity
• Talk to the child – including at Playtime/lunchtime
• Remind of expectations
• Remind of Ways of Being/6Rs

Where children have taken responsibility for their actions; e.g. told the truth immediately, said that they are sorry, named their own sanction appropriately; sanctions are reduced to reflect the lessons learned.  Adults model the importance of forgiveness and reconciliation.

Classroom Behaviours

Everyone deserves a reminder, and pupils will always be reminded and given an opportunity to rectify their behaviour, before sanctions are applied.

If a reminder does not resolve the issue, pupils will receive a ‘Warning’. This will be recorded on Arbor, and a 1 point deduction will be applied.

If a warning does not resolve the issue, the child will be asked to ‘Move’ away from distractions to another place in the classroom. Teachers will decide if this is for a fixed time, or for the rest of the lesson.This will be recorded on Arbor, and a 2 point deduction will be applied.

If the behaviour continues, the final stage in the classroom behaviour policy is to ‘Remove’ the child from the situation for time-out in another classroom. The duration of time out will vary by the age of pupil, to a maximum of ten minutes. This will be recorded on Arbor, and a 2 point deduction will be applied.

On return to the lesson this process will begin again. Every return should be a fresh start.

Should a child move through the above steps for a second time, the following will apply: Remind, Warn, Move, Persistent Disruption (remove to mentor - see below)

This classroom procedure will apply across the day, and will not restart each lesson.

This process will be followed twice, restarting after the first time-out. At the second time-out, the process will advance to the next stage of the policy.

Persistent Behaviours

If application of the classroom behaviour procedure does not lead to improvement, children will be referred to the Inclusion Manager.

The Inclusion Manager will take time to consider the context and circumstances surrounding the behaviour incindent/s, and will decide on an appropriate course of action. This may include one or more of the following (and may include other actions as appropriate)*:

• A verbal warning by the Head Teacher concerning future conduct.
• Withdrawal to another part of the classroom for a fixed time (with timers used as a visual reminder for children)
• Withdrawal to another classroom for the rest of the session.
• Referral of the pupil to a member of the Leadership Team to discuss behaviour.
• Use of a green or Yellow report card.
• A phone call to parents informing them of their child’s behaviour.
• A letter to parents informing them of their child’s behaviour.
• A meeting with parents, at which a warning may be given about further sanctions, unless there is an improvement in the child’s behaviour
• Daily report to the Head Teacher to confirm that behaviour has been satisfactory (term: one week)
• If the problem is severe or recurring – referral to the Headteacher
• Internal Exclusion for a fixed period of time
• Restorative actions e.g. apologising, mediated conversation, letter of apology, etc.

Serious or Severe behaviours

Where an incident involves any of the following, pupils will be referred directly to the Inclusion Manager:

The Inclusion Manager will take time to consider the context and circumstances surrounding the behaviour incindent/s, and will decide on an appropriate course of action. This may include one or more of the following (and may include other actions as appropriate*):

• A verbal warning by the Head Teacher concerning future conduct.
• Withdrawal to another part of the classroom for a fixed time (with timers used as a visual reminder for children)
• Withdrawal to another classroom for the rest of the session.
• Referral of the pupil to a member of the Leadership Team to discuss behaviour.
• Use of a green or Yellow report card (See below)
• A phone call to parents informing them of their child’s behaviour.
• A letter to parents informing them of their child’s behaviour.
• A meeting with parents, at which a warning may be given about further sanctions, unless there is an improvement in the child’s behaviour
• Daily report to the Head Teacher to confirm that behaviour has been satisfactory (term: one week)
• If the problem is severe or recurring – referral to the Headteacher
• Internal Exclusion for a fixed period of time
• Restorative actions e.g. apologising, mediated conversation, letter of apology, etc.

Where an incident involves any of the following, pupils will be referred directly to the Headteacher:

The Headteacher will take time to consider the context and circumstances surrounding the behaviour incindent/s, and will decide on an appropriate course of action. This may include one or more of the following (and may include other actions as appropriate)*:

• A verbal warning by the Head Teacher concerning future conduct.
• Withdrawal to another part of the classroom for a fixed time (with timers used as a visual reminder for children)
• Withdrawal to another classroom for the rest of the session.
• Referral of the pupil to a member of the Leadership Team to discuss behaviour.
• Use of a Red Report Card (See below)
• A phone call to parents informing them of their child’s behaviour.
• A letter to parents informing them of their child’s behaviour.
• A meeting with parents, at which a warning may be given about further sanctions, unless there is an improvement in the child’s behaviour
• Daily report to the Head Teacher to confirm that behaviour has been satisfactory (term: one week)
• If the problem is severe or recurring – referral to the Headteacher
• Internal Exclusion for a fixed period of time
• Fixed term exclusion (term 1 – 5 days) - this may be for a longer period where fixed term exclusions have been applied previously
• Permanent exclusion, after consultation with the Governing Body and the Trust.  Parents have the right of appeal to the Governing Body against any decision to exclude their child.  (see exclusions policy)
• Restorative actions e.g. apologising, mediated conversation, letter of apology, etc.

*NB: This is not an exhaustive list; each case will be dealt with individually

Behaviour Cards

The school uses a behaviour card system to support pupils to improve their behaviour, and to identify when and where instances of challenging behaviour occur. Behaviour cards also ensure that sanctions and consequences are applied fairly, consistently and within a short timescale; ensuring that colleagues with access to the broadest perspective on a situation make decisions about the potential benefit or consequence of any given action, and consider the need for alternative approaches.

The behaviour card system is tiered, but is not continuous: a child will not progress from a green card to a red card, or move back from a red card to a yellow card. The colour of the cards is representative of the level at which the situation has been addresses, the level of sanction applied, and the required level of involvement of parents. Pupils may move from one card to another, but this would be as a consequence of a carefully considered course of action, involving the Inclusion Manager, SENDCo, and other senior leaders; this would not happen automatically, or frequently.

Behaviour cards are a collaborative course of action taken between the Academy, and Parents, and daily parental involvement (or another appropriate adult representative), is critical for the behaviour policy to be effective in supporting all learners to achieve their very best.

Green Cards (Appendix 2)

Green behaviour cards are issued by the Teacher for persistent breaches of the classroom or playground behaviour policy, or for more serious breaches where it is deemed appropriate.

It would be expected that pupils would have passed through the six steps (two cycles) of the classroom or playground behaviour policy on at least two separate occasions, or they have been involved in a more serious incident, before a Green card is considered.

A Green behaviour card is the lowest level of monitored intervention, and there are no daily consequences on this card; however, the Inclusion Manager is likely to apply some sanctions, as described above, in dealing with the persistence or seriousness of the behaviour.

Parents must attend school to review the objectives and sign the card on the day of issue, and a parent (or other adult representative) must attend school daily to review the card with the Class Teacher, at the end of each school day.

Yellow Cards (Appendix 3)

Yellow Behaviour Cards are issued by the Inclusion Manager for more serious breaches of the classroom or playground behaviour policy, or for more severe breaches where it is deemed appropriate, in liaison with the Headteacher.

It would be expected that pupils would have been involved in an incident with a -4 or -5 point deduction, or they have been involved in a series of incidents over time, before a Yellow Card is considered.

A Yellow Card is the highest level of monitored intervention available to colleagues other than the Headteacher, and there are daily consequences on this card:

• Playtimes and Lunchtimes are used for reflection or restorative actions away from the pupil’s peers

The Inclusion Manager, or another senior colleague is likely to apply some further sanctions, as described above, in dealing with the seriousness of the behaviour.

Red Cards (Appendix 4)

Red Behaviour Cards are issued by the Inclusion Manager for more serious breaches of the classroom or playground behaviour policy, or for more severe breaches where it is deemed appropriate, in liaison with the Headteacher.

It would be expected that pupils would have been involved in an incident with a -4 or -5 point deduction, or they have been involved in a series of incidents over time, before a Yellow Card is considered.

A Yellow Card is the highest level of monitored intervention available to colleagues other than the Headteacher, and there are daily consequences on this card:

• Playtimes and Lunchtimes are used for reflection or restorative actions away from the pupil’s peers

The Inclusion Manager, or another senior colleague is likely to apply some further sanctions, as described above, in dealing with the seriousness of the behaviour.

Parents must attend school to review the objectives and sign the card on the day of issue, and a parent (or other adult representative) must attend school daily to review the card with the Inclusion Manager, at the end of each school day.

7. Expectations Around the Academy

• All members of the school community should respect one another.
• All children should acknowledge the authority of, and respect, their teachers and other adults.
• We expect everyone to be well-behaved, well-mannered and attentive; e.g. Children address adults using their names (Mr Smith etc.); they say please and thank you; they hold doors for each other and say “After you.”
• Children walk in lines, with hands by their side, without talking around school.
• All children should show regard for their fellow pupils.
• We should all respect our own and other people’s property and take care of books and equipment.
• Children should wear school uniform every day.
• We are expected to be punctual.
• If a child has a disagreement with another child, it should be reported to a member of staff, who will take appropriate action.
• Physical violence is never acceptable, neither is retaliation. Repeated or serious incidents will lead to exclusion.
• Foul or abusive language should never be used.
• Sexist, homophobic or racist language should never be used.
• Incidents should be dealt with straightaway.

NB. The Department of Education’s publication ‘Behaviour and Discipline in schools - Advice for headteachers and school staff’ (January 2016) states that teachers have the power to discipline pupils for misbehaving outside of the school premises “to such an extent as is reasonable” page 9.

8. Expectations outside of School

We expect our whole school community to exemplify our values, and we praise and celebrate positive dispositions, attitudes, contributions and achievement beyond the school. We equally hold each other to our values at all times, and expect all stakeholders to model our values at all times within and beyond the school day.

Where pupils fall short of our high aspirations, we hold them to account for this behaviour. poor behaviour online, within the community, or acts that may bring school into disrepute, will be addressed within school, and may be addressed within this policy.

9. Further Intervention and Support

Where a pupils behaviour causes ongoing concern, a referal will be made by the class teacher to the SENDCo. This may lead to the need for action within the schools SEND Policy. This might include:

• Referral to other services - in discussion with parents
• Development of a Behaviour Support Plan
• Introduction of a Risk Assessment - where the child or others may be at risk
• Internal assessment of need

The Inclusion Manager will review behaviour Weekly, Half-Termly, Termly and Annually for patterns, and will act on these as they arise.

10. 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 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 Hillside Anti Bullying Policy

Co-op Hillside Child Protection Policy

Keeping Children Safe in Education 2022

11. Suspensions

Where a Red Behaviour Card is issues, the Academy may choose to issue an internal exclusion or Suspension - this may include, but is not limited to violence, racism, bullying and/or other unacceptable behaviours.

Where pupils are internally excluded, parents will be informed by telephone, and will be invited to engage in the card process outlined above. Pupils will work away from their peers for a maximum of two days.

Where pupils are suspended, parents will be informed in writing, work will be sent home, a reintegration meeting will be held on the first day after the suspension, and parents will be invited to engage with the card process outlined above, for the five days following the suspension.

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

12. 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.

13. 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 should not be brought to school. If there is a need for a child to bring a phone to school, the device should be given to the Class Teacher on arrival, and collected at the end of the school day. Children will not be allowed to access their phone during the school day.

Phones will be stored in a locked drawer or cupboard by the class teacher.

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).

14. Recording

Arbor Discipline Record

The school uses Arbor to record all behaviour incidents - Arbor is the school’s Management Information System. The school employs the scoring system above to detail define the seriousness of incidents, and to ensure consistent processes are followed.

Exclusion must always be recorded. This is for serious occurrences of challenging behaviour (see exclusions policy).

CPOMs Serious/Safeguarding Incident Record

CPOMS is only used to record Serious or Safeguarding related incidents, as follows::

• Any incidents involving a child, or anyone employed in school, resulting in personal injury or damage to property
• Loss, theft, or damage to property caused by inappropriate behaviour
• Any other incidents or matters of a serious nature, for example Harmful Sexual Behaviour, Racism, bringing anything dangerous onto the school site, etc.

These incidents are ones that might give rise to disciplinary or legal action or become a matter of public interest (for example confrontational incidents, absconding, etc).

Any incident

Arbor Discipline Record

The school uses Arbor to record all incidents that need to be communicated to senior staff in the school. The school employs the scoring system above to detail the seriousness of incidents.

Records of behaviour, both positive and negative, will be thoroughly maintained, reviewed, analysed, and reported to individual parents regularly.

Exclusion must always be recorded. This is for serious occurrences of challenging behaviour (see exclusions policy).

Appendix I - Coding on Arbor (MIS)

We use Arbor to record behaviour incidents. 

In the academic year 2023/24, some secondaries may use Classcharts until they are ready to migrate to Arbor.

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 1 - Green Behaviour Card

Appendix 2 - Yellow Behaviour Card

Appendix 3 - Red Behaviour Card