Positive Behaviour Policy        

September 2026                

Policy details

• Review Date - 22/06/26
• Date approved by Trust Board - 10/07/2025
• Next review date - 10/07/2027
• Policy owner - Policy owner -Co-op Academy Walkden

211 Old Clough Lane, Walkden, Worsley, M28 7JB

0161 850 1625

https://www.walkden.coopacademies.co.uk/

Contents

1. Policy Statement and Purpose        2

2. Rules and Ways of Being        3

3. Rights and Responsibilities        4

4. Developing Positive Behaviour        5

5. Recognition        7

6. Classroom Strategies and Expectations        7

7. Expectations Around the Academy        9

8. Expectations outside of School        9

9.  Consequences        10

10. Further Intervention and Support        10

11. Child on Child Abuse        11

12. Suspensions……………………………………………………………………………………………………. 12

13. Permanent Exclusions…………………………………………………………………………………………

14. Searching, Screening and Confiscation        13

Screening        15

Power to use reasonable force        15

Mobile Phones / Devices        15-16

Appendix i        17

Co-op Academy xxxxx Consequences Tariff        17

Appendix ii        20

Rewards and Consequences        20

Appendix iii        21

Action and Consequences for Behaviour around School        21

Appendix iv        22

Suspension Reintegration Meeting - Co-op Academy xxxx        22

Appendix v        24

Classroom Behaviour System        24

Appendix vi        26

Posters        26

Appendix vii        28

Home Academy Agreement        28

Appendix viii        29

Graduated Response to Managing Behaviour        29

Appendix viiii………………………………………………………………………………………………………..30

                  Graduated Response to Social Inclusion……………………………………………………………30

1. Policy Statement and Purpose

Co-op Academy Walkden has developed this Behaviour for Learning Policy to ensure that all members of our community understand our high expectations for conduct and safety and to make clear to pupils what  acceptable and unacceptable behaviour looks like. We know that excellent behaviour leads to better outcomes and we want our pupils to leave Walkden as well qualified, well rounded citizens. Pupils’ ability to make the right choices, to learn from their mistakes and demonstrate self-responsibility is both rooted in co-operative values and is also an important part of developing into responsible citizens who can go on to make a positive contribution to society. Our behaviour for learning policy allows pupils to clearly see the consequences, both positive and negative, that arise from the choices they make.

The academy, as a learning community, is committed to ensure success for all. This means that in all work with young people we aim to ensure that they: make great progress and enjoy learning; stay mentally and physically healthy; stay safe; make a positive contribution to the community and the world.

Co-op Academy Walkden is committed to the development of pupils’ personal, social and moral development. The purpose of the clear code of conduct set out in this policy is to ensure that everyone at Co-op Academy Walkden will go on to be positive and creative members of society and will fulfil their potential. The policy is based on principles of unconditional positive regard; clear boundaries delivered with warmth; and belief that every pupil,regardless of background, is able to succeed.

We are committed to doing what matters most by ensuring that our pupils strive to achieve success. We are dedicated to succeeding together to ensure that all pupils are able to study at further and higher education in order to have a successful career as valuable members of society. We believe that anyone who is successful must be co-operative, responsible, happy, healthy, resilient, independent and show they care about their own aspirations and the aspirations of others. We also want our pupils to express themselves in the right way embodying ‘being yourself, always’ across our community.

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

2. Rules and Ways of Being

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

• Do what matters most:

• We come to school nearly every day, because every day matters
• We focus on doing our job, which is to work hard and make progress
• We follow the academy code of conduct

• Be yourself, always

• We stand up for what we believe in - even if it is not the popular choice
• We know it is cool to be smart and value learning
• We look ahead at the long game to help us make the right choices

• Show you care

• We are kind to each other
• We do not tolerate discrimination, bullying or unkindness to others
• We are polite and courteous, listening to all members of our community

• Succeed together

• We respect our shared learning environment
• We work together as a team, knowing that team always beats individual
• We look for opportunities to become leaders and role models within our community

Our rules for pupil conduct are underpinned by our Ways of Being. Our Ways of Being determine how we behave with each other both in and out of the Academy. Our rules are drawn from our values and add clarity to how we can live out our values on a day to day basis - in the academy:

Always be READY

• Be punctual
• Be prepared with equipment
• Wear uniform correctly
• Be ready to learn

Always be RESPECTFUL

• Have a positive attitude to learning
• Be on task and follow the code of conduct
• Follow instructions first time every time
• Speak politely and with manners

Always be RESPONSIBLE

• Be responsible for doing your job: learning!
• Always be where you are supposed to be, moving sensibly around the academy
• We are a non contact school
• Follow entry and exit routines at the beginning and end of lessons

3. Rights and Responsibilities

Rights

All members of Co-op Academy Walkden have:

•  The right to learn
•  The right to teach
•  The right to feel safe and secure
•  The right to respect and dignity

Responsibilities

All members of Co-op Academy Walkden have a responsibility:

• To live by and embody the Co-op Ways of Being
• To be good role models
• To speak politely and calmly to everyone
• To be punctual, prepared and productive in every lesson (to be ready, respectful and safe)
• To treat everyone as we would like to be treated

All members of the school community are expected to display positive behaviour at all times both on the school premises and wherever they are identifiable as being part of the school community.

The Governing Body

Governors are responsible for monitoring this Behaviour for Learning policy’s effectiveness and holding the Headteacher to account for its implementation. Governors should review this policy every year to ensure its effectiveness.

The Headteacher

The Headteacher is responsible for reviewing and approving this Behaviour for Learning policy. The Headteacher will ensure 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.

In addition:

• The Headteacher and staff have the power to use reasonable force and other physical contact in order to maintain and restore order (as stipulated in the Positive Handling Policy), but cannot, under any circumstances, use force as a form of punishment. Corporate punishment of any kind is entirely illegal.
• The Headteacher and delegated staff have the power to search pupils, screen electronic devices, and to confiscate property in circumstances that align with the Positive Handling Policy and section 13 of this policy (see below)
• The Headteacher and delegated staff have the power to discipline pupils outside of school hours if it is a school-related matter, or the pupil’s actions undermine the safety of anyone from our community or the good reputation of the Academy
• The Headteacher and academy staff have the power to impose detentions beyond the hours of the school day

Staff

Staff are responsible for:

● Implementing the Behaviour for Learning policy consistently.

● Modelling positive behaviour.

● Providing a personalised approach to the specific behavioural needs of particular pupils.

● Recording behaviour incidents on Arbor

● Recording any safeguarding related behaviour incidents on CPOMS.

Parents

Parents are expected to:

● Support their child in adhering to our ‘Home - Academy Agreement’ and this policy.

● Inform the school of any changes in circumstances that may affect their child’s behaviour.

● Discuss any behavioural concerns with the school staff promptly

•  Work in partnership with the school to uphold the policy

4. Developing Positive Behaviour

We have high expectations of pupils at Co-op Academy Walkden and believe that clear and consistent boundaries, positive relationships and regular and sustained use of praise and rewards leads to good behaviour and positive attitudes to learning.

To support staff and pupils in upholding the policy, we use many opportunities to induct and reinduct our staff and pupils into the rules and norms of the academy. These include:

Staff

• All staff receive training at the start of the academic year and are expected to read the policy
• Staff receive regular training updates and further CPD during designated CPD time
• New staff receive an induction of the school policies and procedures in managing behaviour
• Quality assurance of how staff establish a culture of good behaviour and routines in their classroom  take place via regular drop ins, learning walks and feedback from leaders
• Elements of department time are used to ensure systems and routines are embedded and understood

Pupils

• Key habits and routines for pupils are established via assemblies, tutor period, role modelling, rehearsal and consistent reinforcement of expectations on a daily basis
• Comprehensive behaviour curriculum to teach pupils our high expectations is delivered through PSHE, assemblies, tutor time and other reinduction opportunities throughout the year
• Transparency of processes and routines are shared on a regular basis with pupils and families to allow all to be fully aware of our expectations, along with specific rewards and consequences.

Positive Behaviour Approach:

We must not be surprised when problems occur. We are working with young people who are learning

and testing the boundaries of acceptable behaviour. In dealing with undesirable behaviour we need to

promote good behaviour. This means developing skills and strategies that do not merely rely on sanctions. Sanctions do not, in themselves, change behaviour but simply apply the limits to behaviour

that enables us to reward and reinforce.

Do all you can to:

• remind pupils of which Way of Being or rule they are not demonstrating

• reprimand privately – it encourages cooperation

• keep calm – it shows high status, reduces tension and models desired behaviour

• listen – it earns respect

• use first names

• focus on positive aspects of pupils’ work and behaviour

• praise remorse when pupils take responsibility for poor behaviour

• remain positive and focus on what the pupil SHOULD be doing. Not what is going wrong

• be fair and consistent

• use the minimum sanction necessary to achieve your desired outcome

• use humour appropriately

• re-integrate the pupil into the class

• seek closure after the sanction – it is important to start again and demonstrate a willingness to

re-build relationships (positive regard).

Do all you can to avoid:

• humiliation

• public confrontations – they promote retaliation through peer pressure

• sarcasm

• shouting often – it weakens your status

• over-punishing – it reduces options later

• blanket punishments – the innocent do not deserve them

• jumping to conclusions – avoid punishing what you can’t prove

• overreacting – the problems will grow.

All sanctions quickly lose their effectiveness if frequently used. Avoid constantly punishing

pupils. Only the pupil can change their behaviour and, repeated concerns, will require you to

enlist support from others who might help you to influence the pupil, (e.g. Parents/Carers, Subject

Leaders, Form Tutors, Heads of Year, Pastoral Managers and the Senior Leadership Team etc).

It is crucial to remain calm, assertive and in control. Raising your voice may be necessary but never

lose control and never scream and shout; we do not want pupils to have this behaviour modelled to them.

5. Recognition

All staff are encouraged to plan for positive behaviour and attitudes to learning and apply rewards regularly and consistently. There is a range of ways to do this which include:

We show that we care by recognising effort, as well as by challenging inappropriate behaviour.

We will recognise positive behaviour with:

• Verbal praise: specific verbal acknowledgement of great attitude, quality of learning etc
• Merits and milestone certificates
• Half termly Golden Ticket weeks
• Weekly positive postcards delivered during personal development
• Regular prize draws based on Merits, attendance and punctuality
• Rewards trips
• Opportunity to become a prefect through an application process, and opportunity to become one of two head students by running an electoral campaign

Merits can be awarded to individuals who demonstrate:

• Great effort in lesson
• Outstanding homework contribution
• Pastoral recognition
• Great contribution in extra curricular event

Mr Ward, Assistant Principal, has responsibility for rewards and recognition and

Ms Walker, Assistant Principal, has responsibility for Pupil Leadership.

6. Classroom Strategies and Expectations

All teachers are expected to consistently use the strategies described in Section 4 to promote good behaviour for learning. Low stakes reminders and redirection should be used in the vast majority of situations to de-escalate and and avoid the need for use of the formal consequences system.

Warning: When a pupil breaches expectations (the 3 R’s) in class and will not respond to the techniques used above, they should be formally warned that continued misbehaviour will result in consequences as outlined below in Section 9.

 It may be appropriate to speak with the pupil just outside the classroom or to allow them a moment to ‘calm down’ outside, before continuing with the lesson. If a warning is necessary, focus on the behaviour, not the pupil. Language is important and a firm (but matter of fact) assertion by the teacher will always work best e.g. “Chris, you shouted out; you know what the rule is; make sure you put your hand up in future.” Use the warning as a lever to improve behaviour rather than punishing what has already happened, by checking that the pupil understands why you have had to issue a warning. “I am issuing a warning because… What do you need to do to avoid getting C1?” If they still will not comply, then the following consequences system should be used as outlined in Section 9: consequences cannot be ‘earned back’ as a result of good behaviour later in the lesson.

Classroom Expectations

Should a pupil fail to meet the expectations of the classroom, the teacher will implement the three point plan.

The expectations in the classroom are:

To be READY

• Enter the classroom in a calm manner on time
• Don’t ask to use a pass in the first ten minutes / last ten minutes of a lesson
• Remove any coats or jumpers
• Place bag under their desk
• Place equipment on the desk
• All other equipment placed on desk as requested
• No eating, chewing or drinking (except water)
• Complete do now task

To be RESPECTFUL

• Follow instructions first time every time
• Be on task at all times
• Silent when asked and quiet discussion when asked
• Present your work with care

To be SAFE

• Remain seated unless instructed to leave your seat
• Be kind and thoughtful of others
• Follow all instructions first time every time
• Positive body language
• Only bring in items you are allowed
• Polite calm voice
• Respect others personal space
• At the end of the lesson tidy away, place the chair under the desk, stand behind it and leave the classroom calmly as instructed by the teacher

7. Expectations Around the Academy

School starts at 8.30 sharp and so pupils are expected on site by 8.20. School runs a breakfast club from 8.00 with a complimentary breakfast bagel to encourage good punctuality. Pupils who arrive at school after 8.30 are issued with a break detention the same day.

Energy drinks are not allowed in school and will be confiscated on sight. If any pupil has sweets/chocolate that are excessive for an individual to consume in the day, we will assume on the balance of probability that they are bringing them in to sell to others and so will confiscate them: parents will be notified of this and able to collect confiscated items from reception.

Outside of the classroom, pupils are expected to:

• move calmly but quickly to my next lesson during the allocated transition times, keeping to the left where appropriate.
• respect the property of other pupils and the school environment.
• return any plates and cutlery to the washing area in the canteen at lunchtimes
• ensure that any rubbish is placed in the bins provided, both in the canteen and around school
• respond respectfully to all staff and promptly follow all requests to act in a safe and calm manner.
• ensure the right of all members of the school community to be safe and treated with dignity and respect.

Given the number of pupils on site, the yard has a ‘no running’ rule. Pupils who repeatedly breach this will be asked to return indoors.

Mobile phones, earphones and other forms of mobile technology are not allowed to be used in school and are required to be placed inside a YONDR pouch before entering the building. Further information around mobile phones can be found in section 14.

Pupils should arrive at school each morning in the full correct uniform. Guidance around accepted school shoes and ear piercings can be found in our uniform policy. Facial piercings and other jewellery are not permitted, and pupils will be asked to remove these.

If pupils arrive at school missing a tie or wearing trainers, they are expected to loan the missing uniform from our uniform store and return at the end of the school day. If a pupil refuses to correct uniform or remove jewellery they will be given a C2 and complete a placement in Reset.

8. Expectations outside of School

As per DfE Advice for Principals and school staff (Feb 2024) the academy has the power to sanction pupils for misbehaviour outside of the school premises to such an extent as is reasonable.

Therefore, before and after school, the following expectations apply:

• Pupils must wear academy uniform correctly and with pride.
• Pupils must be polite and respectful to all members of the wider community and the local environment.
• Pupils must act responsibly and safely at all times when travelling to and from school, including on public or school transport.

Where misconduct outside of school occurs that may either cause reputational damage to the academy or cause harm to members of the academy community, pupils will be sanctioned using the same range of consequences that apply in school: Pastoral lunchtime detention, Reset, Off Site Direction, Suspension or Permanent Exclusion. Where criminal activity is suspected, school will work with police and other agencies to ensure an appropriate and proportionate response.

9.  Consequences

Although Co-op Academy Walkden does everything they can to mitigate the need for consequences and sanctions, we know that Pupils do make mistakes. If a Pupil’s conduct falls below the expectations laid out in this policy (including expectations inside and outside school) and does not respond to the de-escalation strategies described in Sections 4 and 6, the following consequences would apply:

• C1: This will be used if there is no improvement following a verbal warning and is recorded on Arbor. As written above, before awarding a C1 for disruption, the teacher should use non verbal cues, and reminders, before giving a verbal warning to give the pupil the opportunity to make the correct choice and improve their own behaviour before moving to formal consequences.
• C2: This will be used if there is no improvement following a C1 and the pupil is causing a severe breakdown of learning. If you have to issue a C2, enter it on Arbor to alert Reset staff to collect the pupil. When a staff member arrives at your room, do not spend a long time describing the problem: instead try to positively frame the good conduct of the majority. Where a C2 is required, the C1 should be removed to avoid a double consequence.
• C3: This will be used for extremely serious instances that, if they happened out of school, would be of interest to the police: where a pupil is involved in sexualised, discriminatory or sustained bullying, serious theft or graffitti, foul and abusive language, violence, or possession of illegal items. C3 must be recorded on Arbor immediately so that it may be dealt with swiftly. and a period of either isolation or suspension will be issued. Parental contact will be made, following the period of isolation, off site direction or suspension.
• Where a teacher has to issue a C2 or C3 in class, they will contact home on the day of the incident to ensure that parents understand what has happened, so that they may follow this up with their child at home.

Compliance with policy and Consistency of practice, leads to Coherence for pupils:

Recognition: catch pupils being good and celebrate it… it works!

Non verbal cues: the most effective way to regain attention without interrupting the flow of your lesson

Verbal reminders & redirection: calm and in control

Warning: give a choice

C1: be clear about this being issued and be clear about why it has been issued

C2: a lever to improve behaviour rather than punishing what has already happened

C3: for behaviour that, out of school, could involve the police

10. Further Intervention and Support

There are 4 levels of report used to promote positive behaviour:

• Positive Comments Book
• Personal Development Tutor Report
• Head of Year (pastoral related issues) or Progress Leader (academic related issues) Report
• Senior Leader Report

These are intended to provide clear targets for improvement and daily feedback as to progress made.

The academy recognises its legal duty under the Equality Act 2010 to prevent pupils with a protected characteristic from being at a disadvantage. Consequently, our approach to challenging behaviour may be differentiated to cater to the needs of the pupil to reflect our values of Equality and Equity.

The school’s special educational needs co-ordinator will evaluate a pupil who exhibits challenging behaviour to determine whether they have any underlying needs that are not currently being met.

Where necessary, support and advice will also be sought from specialist teachers based in our Hive provision, an educational psychologist, medical practitioners and/or others, to identify or support specific needs.

Pupils who are placed on the SEND register for any of the 4 areas of need will be issued with a Pupil Passport, which is written with the pupil and offers guidance to class teachers on how to best support them in the classroom. It is a requirement for all class teachers to be aware of and act on Pupil Passports of children in their care, using the strategies laid out in Sections 5, 6 and 9 according to the Co-op value of Equity and Teacher Standard 5.

Teacher Standard 5: Adapt teaching to respond to the strengths and needs of all pupils

Know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively  have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these  demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development  have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.

When acute needs, whether in learning, wellbeing or safeguarding, are identified in a pupil, we will liaise with external agencies and plan support programmes for that child. This may take the form of an Early Help Assessment, Multi Agency Meeting or referral to the Hive for outreach work and/or a Pastoral Support Plan. We will work with parents to create plans and review them on a regular basis.

11. Child on Child Abuse

Co-op Academy Walkden is committed to ensuring a climate of safety for all pupils 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 Walkden Anti Bullying Policy.

Co-op Walkden Child Protection Policy.

Keeping Children Safe in Education

12. Suspensions

Guidance regarding the potential reasons for issuing these consequences is available in Appendix 4.

Internal Suspension (Reset):

• Reset is the academy’s primary strategy for managing disruptive behaviour.
• Reset is open from 8.30- 3.00 and pupils complete a 24 hour placement that starts when they are checked in to the provision:

• Arrive Period 1, leave 3.00 same day
• Arrive Period 2, leave 9.30 next day
• Arrive Period 3, leave 10.50 next day
• Arrive Period 4, leave 11.50 next day
• Arrive Period 5, leave 2.00 next day
• Where a placement runs over 2 days, pupils are responsible for reporting directly to Reset on the second day. Pupils who need to be collected will complete an additional period in Reset.

• Pupils work in silence and work is checked every 30 minutes. Pupils who have produced insufficient work for 2 consecutive checks will repeat that lesson in Reset.
• Pupils remain in Reset for social times and are offered a snack at break and a full lunchtime selection of hot food at lunch
• In any whole-school based behaviour system it is important for all stakeholders to recognise the importance of making reasonable adjustments for pupils who may have difficulties with the rules and expectations set out for legitimate reasons. At Co-op Academy Walkden, we view behaviour as a communication of an emotional need, whether conscious or unconscious. Because of this, the academy will make reasonable adjustments for pupils who have a clear, diagnosed and underlying special educational need/disability as well as pupils who have identified additional needs. This includes an attachment need which requires SEND/pastoral support, making reaching the expected standard of behaviour consistently challenging.
• Pupils who fail to meet expectations during their placement in Reset will be issued with one or a combination of the following consequences:

• Repeating the full Reset placement
• Attending an off site direction at a local school
• Suspension

Where the same behaviour is repeated and extreme, permanent exclusion may be considered.

Off Site Direction:

• Off site direction is used as described in (see Appendix 3).
• Off site direction is used when a pupil needs respite away from a situation at the Academy and so attends the behaviour provision of another school for a period of time to help them improve their behaviour.
• For Off Site Directions of 5 days or less, the school day is adjusted and the pupil does not attend mainstream classes, so they only have minimal contact with pupils from the receiving school.
• For Off Site Directions of 6 days or longer, the pupil attends mainstream classes and wears the uniform of the receiving school.
• The full duration of an off site exclusion must be completed before a pupil returns to Co-op Academy Walkden.
• Should a pupil commit an offence that would trigger an exclusion for a pupil who is on our single roll, we will consider ending the Off Site Direction. However, before this is done, we will hold an emergency review meeting, to which representatives of the original school will be invited, to consider whether an alternative to termination is appropriate.

Fixed Term Suspension: 

• Suspension is always used as a last resort in response to the most serious incidents. Written confirmation of a suspension will be sent home through Arbor and work is made available through Google Classroom for the pupil to complete during their suspension. Following a suspension, a parental reintegration meeting is required before the pupil returns to classes. Progress Leaders will hold an interview with pupils returning from any suspension of a day or longer to address and resultant gaps in their knowledge.

Alternative Provision

• Where evidence shows that a pupil is unable to cope in mainstream, school may decide to secure a place on Alternative Provision. Given that outcomes for pupils on Alternative Provision are poor, this will only ever be used as a last resort and nearly always as a means to further an EHCP application and so secure a more appropriate placement, rather than being a final placement for a pupil. The attendance of pupils on Alternative Provision is checked daily and there are minimum half welfare termly visits by Walkden staff.

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

13. Permanent Exclusion

Permanent exclusion is a last resort. A Headteacher may decide to permanently exclude a pupil for persistent disruptive behaviour, where despite the school's best effort, a pupil 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 pupil or member of staff (including online threats or abuse)
• Assault on a pupil 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 pupils and make reasonable adjustments where necessary. Where possible searches will be conducted with the pupil present and away from other pupils  (unless there is reason to believe that significant harm could happen if we wait).

The school can search a pupil 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 pupil 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, by staff members of the same gender as the pupil, and with the pupil 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 pupil’s underwear or skin (beyond shirt sleeves).

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

Retention of, damage to or disposal of a pupil’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.

If, when conducting a search in accordance with the above criteria, an electronic device is found that staff can reasonably suspect has been or is likely to be used to commit an offence, cause personal injury or damage to property, the data can be examined if there is good reason to i.e. doing so could mitigate harm / damage being caused. This must be done in accordance with the appropriate guidance. When an incident involves youth produced sexual imagery (nudes/semi-nudes), the member of staff should involve the Designated Safeguarding Lead immediately and the appropriate safeguarding guidance followed.

The DSL will be informed of all searching incidents (inc those where no prohibited items are found, and an accurate record kept of all search incidents (even if no prohibited item is found). We will endeavour to inform parents as early as possible, with as much detail as possible (including why the search was carried out, what was found and follow up support)  if a search has been carried out on their child.

Screening

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

The academy follows all DfE guidance for searching, screening and confiscation which can be found here: Reference: Searching, screening and confiscation in schools - GOV.UK 

Power to use reasonable force  

Members of staff have the power to use reasonable force to prevent pupils 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 Restrictive interventions, including use of reasonable force, in

schools which can be found here:

Use of reasonable force and other restrictive interventions guidance 

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).

Mobile Phones / Devices

Mobile phones must not be seen at any point in the school day. Pupils are all issued with a YONDR pouch and their phone should be inside as they ‘pouch up’ before entering the building.

Pupils will be required to show staff that their device is turned off and inside the pouch when they arrive at the entrance of school. Any pupil without a device will be screened to ensure they are not carrying a device in their bag or blazer.

Random screenings will be conducted throughout the school day to ensure all devices remain in YONDR pouches.

Pupils are responsible for brining their YONDR pouch to school each day. If a pupil forgets their pouch, they will be required to sign their phone into a phone storage box and it will be returned at the end of the school day. If a pupil damages or loses their YONDR pouch, they will be required to replace the pouch at a cost of £20.

Reference: Mobile phones in schools - GOV.UK 

 Audio and video recording wearables

• In addition to the guidance around mobile phones and smart devices (including tablets and watches) and to meet modern safeguarding and security challenges, Co-op Academy Walkden behavior policy enforces a zero-tolerance, "not seen, not heard, not worn" policy for all audio and video recording wearables across the school site.
• This comprehensive ban specifically targets smartwatches (including children's tracking models with remote audio activation), AI-enabled earbuds (e.g. AirPods Pro 2 capable of live translation or phone-streaming), smart glasses (e.g. Ray-Ban Metas), and clip-on AI badge pins. All such devices must be turned off and stored securely in bags upon arrival at school by students and parents attending for a meeting or school event.

Furthermore, to protect the confidentiality of sensitive discussions and ensure lesson integrity, the school enforces the following protocols:

•  Enforcement: Any broadcast, live-stream, or unauthorised capture of a lesson or school environment will result in immediate device confiscation, parent contact, and significant behavioral sanctions in alignment with the academy's disciplinary procedures.
• Consent & Broadcasting: Capturing audio or video of staff or pupils without explicit consent is strictly handled as a safeguarding breach rather than a minor technology misuse.
• Wearable-Free Zones: All meeting spaces including the SENCO room, Headteacher’s office, and safeguarding meeting spaces are designated strict wearable-free zones for all staff, pupils, parents, and visitors to prevent unauthorized covert recordings.

Appendix i

Co-op Academy Walkden Consequences Tariff

We use Arbor to record behaviour incidents. 

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 ii

Reintegration meetings

Reintegration Meeting

Appendix iii

Home/Academy Contract

By attending Co-op Academy Walkden, you as pupils and parents/guardians agree to our Home Academy Agreement

Appendix iv

Graduated Response to Inclusion