Behaviour Policy

Date created – 4/5/2020
Date reviewed by governors – 29/9/2021
Next review date – September 2022

1 Policy Statement and Principles

Everyone at Co-op Academy Grange will be positive and creative members of society and will fulfil their potential.

We aim to create and sustain a community of which we all feel proud based on positive relationships. 

We will continue to develop an effective climate for learning in which all members of the community have high aspirations, feel safe and secure and respect the rights of everyone. 

We will actively promote equality amongst all community members. 

We will be proactive in tackling bullying and dealing with racist or homophobic

behaviour and attitudes. 

We will celebrate students’ achievements and reward them for their efforts.

Teachers powers -teachers’ powers Key Points

 • Teachers have statutory authority to discipline students whose behaviour is unacceptable, who break the school rules or who fail to follow a reasonable instruction (Section 90 and 91 of the Education and Inspections Act 2006 and any subsequent updates).

 • The power also applies to all paid staff (unless the Headteacher says otherwise) with responsibility for students, such as teaching assistants.

 • Teachers can discipline students at any time the student is in school or elsewhere under the charge of a teacher, including on school visits.

 • Teachers can also discipline students in certain circumstances when a student’s misbehaviour occurs outside of school. Teachers have the power to discipline students for misbehaving outside of the school premises “to such an extent as is reasonable”.

• Teachers have a power to impose detention outside school hours.

 • Teachers can confiscate students’ property.

2 Rules and Ways of Being


  • Always be READY (punctuality / equipment / uniform / attitude to work)
  • Always be RESPECTFUL (attitude / behaviour / manners)
  • Always be SAFE (physical and mental wellbeing of all)

Ways of Being:

  • Do what matters most
  • Be yourself, always
  • Show you care
  • Succeed together

These rules and ways of being are fundamental to our ethos and allow all staff and students to ensure the rights and responsibilities of all are maintained.

3 Rights and Responsibilities


All members of Co-op Academy Grange have:

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


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

  • To be good role models
  • To speak politely and calmly to everyone
  • To be punctual, prepared and productive in every lesson
  • 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.

4 Developing positive behaviour

We have high expectations of students at Co-op Academy Grange and believe that positive relationships and regular and sustained use of praise and rewards leads to good behaviour and positive attitudes to learning.

5 Rewards

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:

  • Reference to Rules and Ways of Being displayed
  • Positive reward points – To achieve Bronze / Silver / Gold / Platinum / Diamond / Headteacher Awards
  • True Grangers Award
  • Rising Star ratings for Attitudes to Learning
  • League tables – Positive points (individually / tutor group) and Attendance
  • Written Praise – postcards / letters / email
  • Verbal Praise – personally / class / phone call
  • Tutee nominations
  • Visits and activities
  • Subject awards 
  • Displays of work
  • Presentations / celebration events
  • Recognition boards in class

6 Interventions and Support

We understand that on occasion, students may not sustain good behaviour and it is always our intention to support students to modify their behaviour. There are a range of strategies and interventions available in order to achieve this.

7 Classroom Strategies

Where a student is unable to sustain good behaviour or positive attitudes to

learning during lessons the class teacher may consider the following strategies:

Use of behaviour system in lessons – 

  1. Reminder
  2. Warning
  3. Last Chance (recorded on Class Charts)
  4. Referred from class – to referral room (recorded on Class Charts and guardian contacted)
  5. Removal – refusal to enter referral room or referral from referral room (recorded on Class Charts and guardian contacted)

Prior to a referral, class teachers can call for pastoral support to intervene and provide a student / class with support to attempt to avoid a referral.

Public recording of students as they move through the behaviour system is not permitted, so as not to highlight poor behaviour. This must be recorded privately, whilst verbally ensuring the student is aware to allow for transparency. 

8 Further Interventions / Support

  • Restorative conversation
  • Breaktime restoration session – 10 minutes maximum
  • Lunchtime restoration session – 15 minutes maximum
  • After school restoration session
    • Same day 15 minutes, no notice to guardians
    • Same day over 15 minutes, notice given to guardians by 1.20pm 
    • Events after 1.20pm – restorative session the following day, notice by 1.20pm on that day

The school may also decide to impose

  • Loss of privileges – for instance the loss of a prized responsibility or not being able to participate in a non-uniform day
  • School based community service or imposition of a task – such as picking up litter or weeding school grounds; tidying a classroom; helping clear up the dining hall after meal times; or removing graffiti. 

9 Subject / Area support

If a student continues to be unable to sustain good behaviour and attitudes to

learning within a subject area, Subject leaders and Area directors may consider:

  • Departmental withdrawal
  • Subject /Area Report
  • After school Subject / Area Restoration
  • Contacting guardians / pastoral team
  • Move to another group

10 Whole school support

Where a student is unable to sustain good behaviour in a number of subject areas, as identified by the Achievement Leader or where there is a serious one-off incident which breaches the school ethos a student may be referred to the school’s support teams who may consider the following interventions.

  • Tutor Report
  • Pastoral Team Report
  • Behaviour and progress meeting with Achievement Leader
  • Pastoral Support Programme
  • Fixed term exclusion
  • Break time and lunchtime isolation (Inappropriate behaviour at unstructured time)
  • RESET Unit – allocated time matched to regularity of class referrals or nature / severity of offending behaviour
  • Support from the Inclusion team
  • Amended timetable
  • Referral to Core and/or multi-agency group
  • EHCP application
  • Referral to student Referral Unit preventative place
  • Referral to alternative activities
  • Temporary placement at another school
  • Managed Move to another school
  • Referral to the Schools Police Officer and referral to outside agencies
  • Referral to in-house alternative provision ‘Fledge’ unit
  • Referral to external alternative provision
  • Permanent Exclusion

Permanent exclusion is a last resort. The Headteacher may decide to permanently exclude a student for a first “one off” offence. Offences may include:

  • Serious actual or threatened violence against another student or member of staff
  • Sexual abuse or assault
  • Supplying or using an illegal drug and carrying an offensive weapon

Sexism and sexual harassment – such unacceptable behaviour will be treated with a zero-tolerance approach, however all sanctions will be proportionate, considered, supportive and decided on a case-by-case basis. The context will be taken into account along with the age and developmental stage of the alleged perpetrator(s),  the nature and frequency of the alleged incident(s), how to balance the sanction alongside education and safeguarding support (if necessary, these should take place at the same time) whilst referring to paragraph 463 of KCSIE (2021). Sanctions will include managing the incident internally, referring to early help, referring to children’s social care and reporting the incident to the police. 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.

Unacceptable sexulised behaviours include:

Peer-on-peer abuse (See paragraph 49 of Keeping Children Safe in Education (KCSIE) 2021. 

Sexual violence – rape, assault by penetration, or sexual assault (intentional sexual touching).

Sexual harassment – unwanted conduct of a sexual nature – such as sexual comments, sexual jokes or taunting, physical behaviour like interfering with clothes, or online harassment such as sexting.

The Headteacher may also decide to permanently exclude a student where persistent and defiant misbehaviour continues despite the application of appropriate sanctions and strategies.

These interventions and strategies may be applied to modify behaviour that takes place on the school premises, in an organised school activity and / or where the student is identifiable as a member of the school. They may also be applied where behaviour takes place which could have repercussions for the orderly running of the school, poses a threat to another student or member of the public and / or could adversely affect the reputation of the school.

Malicious allegations against staff will always be treated very seriously and the full range of interventions and support will be considered including permanent exclusion.

11 Guidance for consideration by the Headteacher in reaching decisions (taken from DfE guidance)

The Headteacher must have regard to guidance or notification provided by the Department for Education and includes the following: 

  • screening and searching students; 
  • the power to use reasonable force and other physical contact; 
  • the power to discipline beyond the school gate; 
  • when to work with other local agencies to assess the needs of students who display continuous disruptive behaviour; and 
  • pastoral care for staff accused of misconduct


  • 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 school has not excluded the student and the student’s absence should be treated as unauthorised. The student should comply with the rules and attend. 

Searching with consent Schools’ common law powers to search

  • School staff can search students with their consent for any item. 
  • Schools are not required to have formal written consent from the student for this sort of search – it is enough for the teacher to ask the student to turn out his or her pockets or if the teacher can look in the student’s bag or locker and for the student to agree.
  • Schools should make clear in their school behaviour policy and in communications to parents and students what items are banned.
  • If a member of staff suspects a student has a banned item in his/her possession, they can instruct the student to turn out his or her pockets or bag and if the student refuses, the teacher can apply an appropriate punishment as set out in the school’s behaviour policy.
  • A student refusing to co-operate with such a search raises the same kind of issues as where a student refuses to stay in a detention or refuses to stop any other unacceptable behaviour when instructed by a member of staff – in such circumstances, schools can apply an appropriate disciplinary penalty.

Searching without consent

 What can be searched for?

  • Knives or weapons, alcohol, illegal drugs and stolen items; and • Tobacco and cigarette papers, fireworks and pornographic images; and 
  • Any article that the member of staff reasonably suspects has been, or is likely to be, used to commit an offence, or to cause personal injury, or damage to property; and 
  • Any item banned by the school rules which has been identified in the rules as an item which may be searched for. 

Power to search without consent for prohibited / banned 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; and
  • any item banned by the school rules which has been identified in the rules as an item which may be searched for

Weapons and knives and extreme or child pornography must always be handed over to the Safer Schools Officer, otherwise it is for the teacher to decide if and when to return a confiscated item.

The school will use a sniffer dog at key points of the year for the protection and safety of all students and staff to identify prohibited items from entering the premises.

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. Head teachers 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. 

Discipline beyond the school gates

 Teachers may discipline students for:

  • Misbehaviour when the student is:
    • taking part in any school-organised/school-related activity; or
    • travelling to or from school; or
    • wearing school uniform or in some other way identifiable as a student at the school.
  • Misbehaviour at any time, whether or not the conditions above apply, that could have repercussions for the orderly running of the school or poses a threat to another student or member of the public or could adversely affect the reputation of the school. 

Pastoral care for school staff 

The school should not automatically suspend a member of staff who has been accused of misconduct, pending an investigation. The Governing Body instructs the Headteacher to draw on the advice in the ‘Dealing with Allegations of Abuse against Teachers and Other Staff’ guidance when setting out the pastoral support school staff can expect to receive if they are accused of misusing their powers.

Multi agency assessment of students 

When a multi-agency assessment should be considered for students who display continuous disruptive behaviour. The school should reflect on whether continuous disruptive behaviour might be the result of unmet educational or other needs and if so, the school should consider whether a multi-agency assessment is necessary. If when reviewing a pupil’s behaviour, the School suspects that a child is suffering, or is likely to suffer significant harm, the School will follow its Safeguarding Policy. 

12 Behaviour Policy Addendum – COVID-19 (To be enforced as and when required in line with national and regional health circumstances)

All students should continue to adhere to the principles outlined in the Behaviour Policy. 

In addition, students and staff should

Respect the revised day to day expectations of the class / year ‘bubbles’ and wider school

  • Students should adhere to the revised rules and expectations for entering and exiting the school site.
  • Students should stay in their own rooms unless directed otherwise.
  • Students should only interact with others in their own bubble throughout the school day and remain in the designated areas for year group / bubble during lesson, break and lunch.
  • Students should only attend and leave at the designated times for their year group / bubble.
  • Students should stay at their own desks unless directed otherwise.
  • Students should obey social distancing rules at all times, in and out of the class bubble.
  • Students should follow hygiene rules, including washing hands / sanitising when asked to throughout the day.
  • Strong adherence to the 1m social distancing rules must be maintain to all others where / when possible.
  • Students must maintain the directed movement patterns around the school building to allow for minimal / only necessary movement. This must be conducted on the left-hand side / in single file in relation to floor markings and social distancing guidelines where possible.
  • Students at break and lunch when inside the building must remain seated unless moving between areas (only exception to be during periods of inclement weather). Standing to only be permitted outside in the school playground areas in small groups.

Be aware of and follow expected Self-care and Health needs

  • Students should inform an adult if they feel they have any COVID-19 symptoms
  • Guardians must inform school if COVID-19 symptoms have been seen in the family home and the results of test results to allow school to establish length / need of quarantine periods
  • Students should use tissues when sneezing or coughing and dispose of in bins
  • Students should queue using socially distanced guidelines to use the toilet areas and enter only when directed to allow for appropriate distancing and thoroughly (at least 20 seconds) wash their hands after use
  • Students should only use their own resource packs, not interfering or touches any other’s resources or equipment
  • All items used by any student should be sanitised / cleaned after each student’s use
  • Students should only use their own drinks bottles and eat / drink their own food. No oral sharing is allowed
  • Masks to be worn according to government guidelines and / or in line with school expectations 

Interventions / Support

In the event of behaviour which fails to meet Co-op Grange expectations, students will be given clear, explicit warnings and reminders of appropriate choices as per the school’s in lesson behaviour system.

Where a referral from class is required (and pastoral support has ideally been attempted)

  • Pastoral team located in the year groups area will attend and refer the student to:
    • Appropriate referral room within the year group / bubble
    • Year area pastoral / referral base supervised by the year team
    • Where the above interventions have failed on several occasions and / or students are failing to cooperate despite warnings and support or the above interventions are not possible or appropriate – guardians to be asked to arrange for students to go home and guardians to engage in a meeting with SLT / Pastoral Team (This may result in a fixed term exclusion)

In the event that there are incidents which pose a risk to students and staff guardians will be contacted and students collected from school to ensure the safety of themselves and others.

If any adverse behaviours take place that could affect the health or safety of individual students or staff, then an individual risk assessment may be completed to review the safety of that student when on school site during the pandemic restrictions. (e.g. spitting, physical attacks, coughing, breathing on or entering the personal space of others with an intention to cause distress related to threat of infection and / or refusal to comply with health and safety procedures / social distancing requirements that could heighten the risk of harm to others).

This form of behaviour may result in fixed term exclusion or in extreme circumstances permanent exclusion and Police involvement.