Positive Behaviour Policy        

Date 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 - Co-op Academy Failsworth

Co-op Academy Failsworth

Brierley Ave, Failsworth, Manchester. M35 9HA

T: 0161 688 3900. E: info@coopfailsworth.co.uk

W: https://www.failsworth.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        6

6. Classroom Strategies and Expectations        8

7. Expectations Around the Academy        9

8. Expectations outside of School        10

9.  Consequences        10

10. Further Intervention and Support        16

11. Child on Child Abuse        17

12. Suspensions…………………………………………………………………………………………..        18

13. Permanent Exclusion………………………………………………………………………………        19

14. Searching, Screening and Confiscation        19

Screening        20

Power to use reasonable force        21

Mobile Phones / Devices        21

Appendix i        23

Co-op Academy Failsworth Consequences Tariff        23

Appendix ii        25

Uniform & Daily Equipment Expectations        25

Appendix iii        27

Suspension Reintegration Meeting - Co-op Academy Failsworth        27

Appendix iv        29

Home-Academy Agreement        29

Appendix v        30

Academy Graduated Response        30

Appendix vi        31

Graduated Response to Social Inclusion        31

1. Policy Statement and Purpose

Our shared Academy vision at Co-op Academy Failsworth is a ‘Centre of Excellence’ where the day in day out experience is outstanding for all.

Co-op Academy Failsworth 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 Co-op Academy Failsworth 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 Failsworth 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 Failsworth 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 Failsworth 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 (updated July 2026)

Searching, Screening and Confiscation - Advice for Schools

Keeping children safe in education

Mobile phones in schools - GOV.UK 

Use of reasonable force and other restrictive interventions guidance 

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 Failsworth 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 follow the academy code of conduct
• We listen to and respect all members of the community
• We come to school each day, ready to work hard and make progress

• 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

• 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 SAFE

• Always be where you are supposed to be
• We are a non contact school
• Follow entry and exit routines at the beginning and end of lessons
• Move sensibly around the academy

3. Rights and Responsibilities

Rights

All members of Co-op Academy Failsworth 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 Failsworth 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 Failsworth 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

Our ethos is underpinned by the Co-operative Values of; Show you Care, Do What Matters Most, Be Yourself Always and Succeeding Together.

Students who demonstrate the 4 Cooperative values in lessons and around the Academy are given reward points through Arbor.

Should students choose not to follow Academy expectations and behave inappropriately, then a system of sanctions will be reasonably applied if appropriate.

Underpinning the application of rewards and sanctions is an expectation that all adults in the Academy will intervene with students in a manner that:

• Encourages and promotes positive behaviour
• Looks to defuse and positively manage confrontation should it arise.

Rewards

At Co-op Academy Failsworth, we believe that the values and beliefs that underpin the positive climate for learning are best promoted when students feel secure and are appropriately rewarded for all aspects of their school life - including behaving as expected.

Rewards are much more effective than consequences in motivating students. We record rewards through Arbor and pupils are able to build up reward points to use them for accessing reward prizes and events. In addition to this we also reward students for good attendance and punctuality and going above and beyond Academy expectations.

To secure the positive climate for learning, the Academy seeks to create an atmosphere, where the emphasis is on praise and encouragement, whilst accepting that there will be a need to support those who find it difficult to maintain acceptable behaviour and conduct.

At Co-op Academy Failsworth, a wide range of whole academy rewards are available:

Praise: The Academy expects adults to use praise and encouragement to students, particularly where relationships are being developed or re-established, or in reinforcing desired behaviours. Praise needs to be accessible to all members of our Academy community and to be applied consistently. The Academy encourages all adults to recognise the efforts students make in lessons, in their positive behaviour and attendance, in the help and respect they offer adults and other students in the Academy and in the community and in the way they treat the environment. These actions form the basis for rewarding students through the Arbor system. This system allows every student to be rewarded in all lessons as well as around the Academy during social times and by all members of staff for demonstrating positive behaviour through the Cooperative values of Show you Care, Do What Matters Most, Be Yourself Always and Succeeding Together.

In addition, all adults are encouraged to reward positive behaviour through:

• Verbal praise
• Written praise in the marking of work
• Displaying of work to build self-esteem
• Referral to Form Tutor, Head of Department, Head of Year, Senior Leaders, Headteacher and Governors for subject awards and recognition awards/events
• Contact with parents/carers through a positive postcard/phone call/letter or email
• Celebration Assemblies
• Certificates, privileges

6. Classroom Strategies and Expectations

The Personal Learning Behaviour System 

Teachers and other adults within the classroom or learning space will use preventative measures such as breaking down the instructions further; making individual tasks specific; having strategic seating plans

Thereafter they will use a hierarchy of strategies which might include:

• Giving positive instructions
• Praising behaviour which does comply and focus on it
• Tactical ignoring
• Explaining clearly how to get back on track  
• Giving a reminder of the rules
• Using non-verbal signals such as a gesture; placing a hand on the desk; making eye contact with the student; pointing to the student’s work; pointing to legs of chair (for someone rocking on chair); pointing to task on board; standing within proximity of the student
• Asking the student individually what he/she is doing using their name
• Providing equipment as needed, to be discussed at later opportunity
• Giving a choice of moving seats to avoid escalating the non-compliant behaviour
• Partial agreement eg. “Yes, you may have been talking about your work but I would like you to.”
• Giving a clear, calm warning in a low voice

Amber Warning

An Amber Warning can be given for any of the following (but not limited to) reasons and will be logged on Arbor.

• Refusing to follow instructions given
• Talking whilst the teacher or another student is talking as part of the lesson
• Talking over the teacher or other students
• Being off task and not settling to work
• General lack of concentration
• Distracting others from their learning
• Arguing with others – teacher/another adult or other students
• Lack of respect for Academy equipment and resources
• Out of seat and seating plan without permission        
• Disrespectful behaviour, language or tone
• Lack of Equipment
• Incorrect uniform in the lesson – this includes coats on, headphone and phones visible

Staff will explain clearly what the problem is, asking the student to make a good choice about their next action, give them a period of time to self-regulate and correct their behaviour and warn that a further warning will result in a Red being issued.

Red

If a student does not heed previous warnings and modify their behaviour, a Red sanction will be issued.

At this point, the student is removed from the lesson and will work in the Reflections Room for the rest of the school day including Break, Lunchtime and 30 minutes after school (See section 9 of this Policy).

Students must hand their phone in on entry to the Reflections room. This will be locked away safely until the end of the Academy Day.

The expectations in the classroom are:

To ENTER

Line up outside the classroom in a calm and orderly manner

Remove your coat

Correct uniform if required

Enter classroom when instructed by your teacher

Sit in your designated seat

Get your equipment out and be ready for learning

Answer the register when name is called and remain in silence for the rest of the register

To ENGAGE

To listen respectfully and silently to the teacher talk

To listen respectfully and silently to other students talk

To actively engage in all tasks and activities set by the teacher

To raise your hand to speak or follow ‘no hands rule’ where asked

To work in silence when asked to do so by the teacher

To EXIT

Tidy your desk/work area when asked

Correct uniform where required

Stand behind you designated chair

Wait to be dismissed by your teacher

Exit the classroom and corridor in an orderly fashion

Move promptly to your next lesson

7. Expectations Around the Academy

We expect that all students at Co-op Academy Failsworth adhere to the following basic expectations when moving in and around the academy to maintain a calm and purposeful environment at all times.

• Go to all lessons, family time and morning/midday meetings on time
• Use the toilet at your break and lunch time
• Follow instructions from all staff, first time every time
• Be polite and show respect for others in the academy
• Show respect to school and other people’s property. No vandalism, graffiti or litter
• Walk around the academy sensibly, quietly and with aim of getting to your destination quickly - keeping to the left of corridors
• Line up outside your classroom in a calm and orderly fashion
• Follow the Academy one way system at lesson changeover and the end of social times
• Wear your school uniform correctly at all times;

• No hats, caps, hoods, coats, hoodies, non Co-op Failsworth jumpers inside the academy
• No trainers - Black leather shoes only
• Academy logoed v neck jumper and blazer must be worn at all times unless instructed it can be removed by staff
• All students must wear the correct coloured tie to their year group at all times
• See school website for full details of uniform and PE kit

• Only eat in designated food areas at the correct time and place litter in the bin when finished
• Stay in your designated zone at Break time and Lunch time
• Chewing gum, fizzy drinks or energy drinks are not allowed at any time
• Do not use mobile phones or speakers or have them switched on during school hours
• No illegal substances to be brought onto the school site, along with cigarettes, lighters or vapes.
• Respect the surrounding community before and after school.
• Leave the academy site promptly at the end of the academy day
• No contact with other students and respectful, safe break time play
• Enter the building calmly and purposefully ensuring uniform is sorted before lessons

8. Expectations outside of School

When wearing our uniform, and as a member of our academy, you are an ambassador for Co-op Academy Failsworth. We care about you when you are in the building and when you are at home or in the community. We expect all of our pupils to be respectful citizens both inside and outside of schools, and especially when identifiable as Co-op Academy Failsworth pupils. When walking to and from the academy we expect you to:

• walk on the pavements not the middle of the road
• be aware of other pedestrians and respectful of the neighbourhood
• walk in small groups so as not to block pathways, alleys or walkways
• be careful crossing roads, use crossings and not looking at mobile phones
• use respectful language
• refrain from fighting, aggression or abusive language or behaviour
• be respectful in shops - go in in small groups and be polite to shopkeepers
• refrain from smoking or vaping
• talk positively and be positive about the academy and the Co-op
• continue to live by our Ways of Being and commit to being ready, respectful and safe

9.  Consequences

Although Co-op Academy Failsworth does everything they can to mitigate the need for consequences and sanctions, we know that students do make mistakes. If a student’s conduct falls below the expectations laid out in this policy (including expectations inside and outside school) the following consequences would apply:

Listed below is guidance regarding the consequences used within the Academy. It must be remembered that the goal is to bring about a modification of behaviour so that teaching and learning can continue and to encourage students to take responsibility for their own behaviour. Some students will require minimum intervention while others will need the support of these strategies throughout their school careers.

We can expect some strategies may be repeated on a number of occasions throughout a student’s school career. The sanctions are based on the principle of the Co-operative values of Show you Care, Do What Matters Most, Be Yourself Always and Succeed Together.

Co-op Academy Failsworth employs an escalating Learning Behaviours system of Amber (warning) and Red.

These are centred on 3 simple classroom rules of:

Ready to learn
Focus on your learning
Ensure others can learn

Low-Level Disruption

Low level disruption not only seriously affects the learning of the student and disrupts the lesson/learning environment, but directly affects the learning of other students present and the teacher’s ability to teach effectively.

Low level disruption or inappropriate behaviour can be identified in a variety of forms. Below are some examples of Low-Level Disruption, however, this list is not exhaustive.

• A failure to follow instructions at the first time of asking
• Frequently off task/not engaging in learning
• Displaying behaviour that prevents other students from learning
• A refusal to engage in the learning process
• General defiance to staff
• Disrespectful responses to staff

Through our Positive Behaviour for Learning procedures, Co-op Academy Failsworth intends to address the issue of Low-Level disruption whilst at the same time dealing effectively with more serious examples of inappropriate or anti-social behaviour.

The Personal Learning Behaviour System 

Teachers and other adults within the classroom or learning space will use preventative measures such as breaking down the instructions further; making individual tasks specific; having strategic seating plans

Thereafter they will use a hierarchy of strategies which might include:

• Giving positive instructions
• Praising behaviour which does comply and focus on it
• Tactical ignoring
• Explaining clearly how to get back on track  
• Giving a reminder of the rules
• Using non-verbal signals such as a gesture; placing a hand on the desk; making eye contact with the student; pointing to the student’s work; pointing to legs of chair (for someone rocking on chair); pointing to task on board; standing within proximity of the student
• Asking the student individually what he/she is doing using their name
• Providing equipment as needed, to be discussed at later opportunity
• Giving a choice of moving seats to avoid escalating the non-compliant behaviour
• Partial agreement eg. “Yes, you may have been talking about your work but I would like you to.”
• Giving a clear, calm warning in a low voice

Amber Warning

An Amber Warning can be given for any of the following reasons and will be logged on Arbor.

• Refusing to follow instructions given
• Talking whilst the teacher or another student is talking as part of the lesson
• Talking over the teacher or other students
• Being off task and not settling to work
• General lack of concentration
• Distracting others from their learning
• Arguing with others – teacher/another adult or other students
• Lack of respect for Academy equipment and resources
• Out of seat and seating plan without permission        
• Disrespectful behaviour, language or tone
• Lack of Equipment
• Incorrect uniform in the lesson – this includes coats on, headphone and phones visible

Explaining clearly what the problem is and asking the student to make a good choice about their next action and warn that a further warning will result in a Red.

Red

If a student does not heed previous warnings and modify their behaviour, a Red sanction will be issued.

At this point, the student is removed from the lesson and will work in the Reflections Room for the rest of the school day including Break, Lunchtime and 30 minutes after school.

Reflections Room

• Students will complete a programme of work in the Reflections Room on Google Classroom where they will study a different subject each lesson. Work provided in the Reflections Room will attempt, where practical, to mirror the topics and themes that students are being taught in lessons.
• The Reflections placement will be for the remainder of the school day plus 30 minutes at the end of the school day.
• Students who receive a Red sanction during Period 5 will continue their placement the following school day during Period 1, 2 & Break.
• Students will be given a morning break and lunchtime break but this will be based in the Reflections Room.
• Students will not talk to others within the Reflections Room.
• Mobile phones will be removed from students when they are brought to the Reflections Room. The mobile phone will be given back at the end of the day.
• Students will not be permitted to eat other than at allocated times, (break and lunch) when they are in the Reflections Room.
• Students will be given access to toilet facilities at designated times throughout their time in the Reflections Room.
• Students must hand in their phone to the member of duty staff. All phones will be locked away and returned to the student at the end of the Academy Day.

Failure to follow the rules of the Reflections Room will result in a placement in isolation or a suspension.

Teachers will;

• Inform the pupil that they have now been given a Red and they will now be removed from the lesson and placed in the Reflections Room.
• The student will then be collected from the classroom by the Year Team and taken to the Reflections Room for the rest of the day.
• Record the Red warning on Arbor with a description of the behaviours leading to the Red being issued.
• Parents will be informed that their child has been placed in the Reflections Room on the Arbor app and also through a phone call home from the member of staff issuing the Red. Details will also be given what subject and teacher it was who issued the Red.

Recording Behaviour Incidents

All behaviour incidents are recorded on the Arbor system and will receive 1 or more negative points. Parents have access to view this information through their own personal login and have a responsibility to monitor their child’s Arbor points.

Further consequences for the student may also include:

• Parental meeting to discuss behaviour and reason for Red being issued
• Student placed on a reporting schedule for behaviour monitoring

If students make the right personal learning behaviours in the classroom they will never be issued with a Red that results in a placement in the Reflections Room. The Personal Learning Behaviour system is designed to give students the opportunity to address their behaviours in the classroom and self-regulate before they are placed in the Reflections Room.

For students who are frequently issued with Red sanctions and placed in the Reflections Room, there will be additional sanctions issued as well as other support strategies put in place as highlighted below:

• Internal Isolation
• External isolation
• Meeting with parents arranged
• PSP (Pastoral Support Plan)
• Referral to support services inside the Academy, such as mentoring
• Referral to Support systems outside the Academy (eg. Prevent, Positive Steps, Mind etc.)
• Referral to Governor’s Disciplinary Committee
• A Managed Move to another local Secondary School/Academy
• A permanent Hub Placement
• A Suspension for a fixed period of time
• Permanent Exclusion
  

High Level Behaviours within The Academy

This is when a student displays behaviour which is illegal, extreme or dangerous to themselves or others in the Academy community.

Examples might include:

Kicking or throwing chairs or other classroom furniture; using aggressive threats to either the teacher or other students; refusing to sit down or calm down; swearing or using offensive language directly to the teacher; physical or sexual assault on a member of staff or student; racist or homophobic conduct;

Behaviour outside of the Academy hours that brings the Academy name into disrepute or poses as a health and safety risk to staff and students will also fall under this category.

Requesting Additional Support for High Level Behaviours

Staff will call for additional support by issuing a Red Warning or if needed, by sending a reliable student to the year office to request urgent support. Behaviour patrol and other pastoral staff will respond to the incident urgently. The member of staff will record the incident as a high-level behaviour on Arbor which will alert senior staff. The member of staff will also inform parents/carers of the incident.

For high level behaviours pupils will not be placed in the Reflections Room. Other sanctions (often more than one at a time) will be used such as:

• A pastoral detention
• Internal Isolation
• External isolation
• Meeting with parents arranged
• PSP (Pastoral Support Plan)
• A Disciplinary/Respite Placement for a short period at another school/academy
• Referral to support services inside the Academy (eg. Short fuse, Mentoring)
• Referral to Support systems outside the Academy (eg. Prevent, Positive Steps, Mind etc.)
• Referral to Governor’s Disciplinary Committee
• The member of staff involved in the original incident may be involved in follow up action.
• A request for a difficult transfer to another local Secondary School/Academy
• A Managed Move to another local Secondary School/Academy
• A permanent Hub Placement
• A Suspension for a fixed period of time
• A Permanent Exclusion

Lateness

Students who arrive at the academy after their designated start time or are subject to a yellow late will be expected to complete a 30 minute same day detention. Failure to attend this detention will result in students being required to attend a 2 hour detention the following Thursday.

High Level Disruption/Serious Incidents/Non-compliance with Academy Procedures

For incidents that the Academy perceives to be of a serious nature, students will be issued with either an internal isolation, an external isolation, an off-site behaviour placement or a Suspension. (All students who receive a Suspension will be issued with a day in isolation on their return to the Academy).

All students involved in a fight will highly likely receive a minimum sanction of an internal isolation. All victims of assault will be encouraged to make a formal complaint to the Police. The Academy has the power to refer incidents to the police where a crime has been committed and staff, pupil and public safety is at risk.

A student may be issued with an isolation who has not been excluded and some of these behaviours are highlighted above.

Isolation

Students start their day in isolation at 8.20am and finish at 3.40pm (Mon, Tues, Wed), 2.50pm (Thurs & Fri). However, if students display negative behaviour whilst completing the Isolation they will repeat a full day.

• Students do not get any breaks
• Students eat their lunch in the Isolation room
• Students do not talk to other students within the Isolation room
• Mobile telephones will be removed from students at the start of their placement in the Isolation room
• Students will not be permitted to eat or drink other than at allocated times during Isolation

Packed lunches must contain foods that comply with the Healthy Schools Agenda. Food/drink items that are not deemed suitable will be confiscated by staff. This includes fizzy drinks.

Students will be given access to toilet facilities at break and lunch.

If students make the right choices they will never be issued with isolation. Students will always have a chance to think about what they have done. Work will be provided whilst students are in isolation.

External Isolation

In agreement with other Secondary schools/academies in the Oldham Authority and Manchester schools within the locality, students may be placed in another school/academy isolation room for a period of time.

Students and their parents/carers who have been allocated an external isolation will be given the location, timings and expectations of the external isolation. They will make their own travel arrangements to and from the external isolation.

Co-op Academy Failsworth is informed of the student attendance at the external isolation by the host school/academy as soon as they arrive. Students are expected to attend in full Co-op Academy Failsworth uniform.

Students will adhere to the host school/academy behaviour procedures.

If a student fails the external isolation the host school/academy will inform Co-op Academy Failsworth of this and an automatic Suspension is issued to the student with parents/carers informed immediately.

Off-Site Direction

The Academy may seek an Off-Site Direction placement for significant or repeated poor behaviour. This placement will be at one of our partner schools and will be for a 12 week period. Formal reviews will take place at week 4 and week 8. This intervention offers pupils who are at risk of Permanent Exclusion a fresh start in a new setting. During the placement, pupils will be dual registered and will remain on the roll of Coop Academy Failsworth. If successful, pupils will transfer to the roll of the host school permanently. Whilst on the placement, pupils are expected to adhere to the rules of the host school. Any breaches of these rules could result in the host school terminating the placement and pupils returning to Coop Academy Failsworth. This is at the discretion of the host school and their decision is final.

The Hub

The Academy has its own on-site provision called ‘The Hub’. The Hub is designed to support pupils who struggle to access a mainstream curriculum and may need a smaller educational setting. The Hub caters for pupils across key stages 3 and 4. Pupils may be educated in The Hub on a short term placement or for an extended period of time depending on their individual needs. The Hub is designed to reduce the need for permanent exclusion from the Academy and develop a more inclusive education for all.

10. Further Intervention and Support

Supporting Students with Persistent Low-level Disruption

Pupils who display consistent low-level disruption, disrupt the learning environment for others and receive a large number of ‘Amber Warnings’ in a Half Term period will be placed on a monitoring intervention. This will include;

• Access to a behaviour mentor to refocus and re-engage them in their learning
• Regular in class monitoring
• Regular parental contact
• Strategies to improve their behaviour long term

Where a pupil is unable to sustain good behaviour in a number of subject areas, despite the clear systems and staff use of positive reinforcement. Or where there is a serious one-off incident which breaches the school ethos, a student may be referred to the academies’ support teams who may consider the following interventions as part of a Graduated Response.

• Form Tutor Report
• Pastoral Team Report
• Behaviour and progress meeting with Head of Year
• Pastoral Support Programme
• Break time and lunchtime isolation (Inappropriate behaviour at unstructured time)
• Placement in Reflections
• Placement in Isolation
• Support from the wider Inclusion team
• Access to the Uniform Room to correct any issues around uniform (no consequence if utilised)
• Amended timetable
• SEND Investigations
• EHCP application
• Referral to the Hub
• Behaviour and Progress meeting with Assistant Headteacher
• Behaviour and Progress meeting with Senior Assistant Headteacher and or Headteacher
• Temporary placement at another school
• Managed Move to another school
• Referral to in school mentors
• Referral to in-school counsellors
• Careers interviews Co-op Academy Failsworth
• Extra curricular clubs
• Referral to the Schools Police Officer and referral to outside agencies
• Suspension
• Permanent Exclusion

SEND Adjustments

Co-op Academy Failsworth recognises that at certain stages in a student or young person’s school life they may struggle to access, or manage within, the typical provision offered by the school as a result of;

• Social, Emotional and Mental Health Needs (SEMH)
• Special Educational Needs and Disabilities (SEND)

All academy staff are trained to support students with the above needs. If a student displays behaviour which may suggest an undiagnosed need, the graduated response as outlined in the academy SEND Policy will be followed.

Teaching staff are aware of the content of a Student Passport. Staff will be mindful of the content of this and make reasonable adjustments where necessary.

The academy recognises that changes in behaviour may be an indicator that a pupil is in need of help or protection. We will consider whether a pupil’s misbehaviour may be linked to them suffering, or being likely to suffer, significant harm and all sanctions will be discussed with the safeguarding and inclusion teams. Where this may be the case, we will follow our child protection and safeguarding policy, and consider whether pastoral support, an early help intervention or a referral to children’s social care is appropriate. Please refer to our child protection and safeguarding policy for more information.

11. Child on Child Abuse

Co-op Academy Failsworth 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 2024. The Academy maintains a zero tolerance approach to all forms of child on child abuse and always maintain the attitude ‘it could happen here’. We will always take any reports or disclosures seriously. Any sanctions for child on child abuse will be proportionate, considered, supportive and will be decided on a case by case basis. Sanctions could include managing the incident internally, referring to early help, referring to children’s social care or reporting the incident to the police. Serious incidents could result in permanent exclusion. The Academy will not tolerate behaviour of this nature, whilst also not demonising anyone – we will support and listen to all of the pupils involved. The alleged perpetrator(s) will be offered support so that they can change their behaviour.

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

Co-op Academy Failsworth Anti Bullying Policy.

Co-op Academy Failsworth Child Protection Policy.

Keeping Children Safe in Education 2026. 

12. Suspensions

If a pupil is involved in extreme poor behaviour, the pupil will be excluded from lessons / school. Each suspension must be judged on the specific context of the particular event - thus the length of the suspension will reflect this. Suspension can be considered for behaviour outside of school. The decision to suspend a pupil is taken by the Headteacher and is always carefully considered. Where there is not definitive evidence, the Headteacher may consider ‘the balance of probability’. When a pupil is excluded they will be expected to work at home with work provided by the school.

The following list includes some examples, although not exhaustive, of unacceptable behaviour warranting suspension from the Academy:

• Carrying or using an offensive weapon
• Any assault against a member of staff or pupil
• A deliberate assault on another pupil
• Fighting
• Damage to property
• Sexual assault
• Racial, transphobic or homophobic abuse
• Verbal or physical abuse / bullying
• Verbal threatening and intimidation of staff or pupil
• Bullying committed via social networking media / electronic means
• Deliberately setting off the fire alarm
• Filming a fight or incident and posting on social media
• Fabricating stories about members of staff including on social media
• A pupil who is suspected of being under the influence of an illegal substance / drugs
• Possession of illegal drugs or related paraphernalia by an individual
• Smoking or vaping on the school site
• Persistent and entrenched refusal to comply with expectations

Every pupil that returns from suspension will need to be re-integrated back into the Academy very carefully. A meeting with parents / carers will always take place to agree the re-integration plan and the level of support that the pupil will require to avoid further suspension. If appropriate, the pastoral team will also discuss and support the family with wider issues and circumstances that may be affecting the child’s behaviour and include it in the integration plan.

After each suspension, there is a menu of support that each pupil could receive:

• Half a day in RESET completing reflection and getting ready to return to school
• Parent meeting with pupil voice, parent voice and agreed targets recorded
• 2 weeks on a behaviour report to SLT / HOY to monitor behaviour
• A careers interview to support in raising aspirations
• Directed to an extra-curricular club
• Review of tutor group / class group or seating plan
• Review of break / lunch provision and possible structuring (e.g. lunch clubs; sports)
• Long term mentoring / counselling or support agreed (if necessary)

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

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

• Co-op Academy Failsworth isa  mobile phone-free environment by default
• Phones and other devices (e.g. tablets, Airpods and Smart watches) must not be seen or heard on the school site between 8.00am and 3.30pm
• Mobile phones / devices must never be seen or heard inside the school building
• All staff should consistently enforce the school’s policy on the use of mobile phones.
• Staff should not use their own mobile phone for personal reasons in front of pupils throughout the school day.
• For sanctions involving a breach of the above, see consequences table in appendix i
• In exceptional and necessary circumstances a pupil may be allowed access to their mobile phone during the school day, where it is necessary due to the nature of their disability. This may be considered a reasonable adjustment supporting the specific needs of the pupil (e.g. Medical). This exception will be rare and will be regularly monitored and reviewed and where reasonable alternatives can be found they should be considered.
• Co-op Academy Failsworth will set out and communicate with staff, pupils and parent/carers how they wish to manage the use of mobile phones by pupils on residential trips or trips outside of the normal school day. This will ensure that pupils’ educational experience on a school trip is not disrupted by the presence of mobile phones and should consider prohibiting or restricting their use.

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 Failsworth 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 Failsworth Consequences Tariff

Appendix ii

Uniform and Daily Equipment expectations

Academy Uniform

• Failsworth School Blazer
• Failsworth School Jumper
• Failsworth Year Tie
• Plain White Shirt
• Plain black trousers (No jeans, leggings, skinnys, flares, canvas or linens) - Applicable to both Girls and Boys
• Plain black socks

Shoes

• Plain black flat leather / leather like business type footwear (Not suede, nubuck, large logos, patterns or coloured markings).
• No boots above the ankle, trainers or canvas pumps.

PE Kit

• Black Failsworth Polo Shirt
• Black Failsworth Shorts
• Plain Black Football Style Socks
• Trainers (No Converse, Toms, Vans, Keds or any other pumps or fashion trainer)
• Gum Shield (Optional)

Additional Kit Items

• Plain Black Tracksuit Bottoms

Jewellery

• Watches are allowed, but other kinds of jewellery may not be worn.
• Students with pierced ears may wear two pairs of small sleeper/ studs – 5mm or less in diameter, and only in gold, silver, black or diamante.
• No other visible piercings are allowed.
• Sunglasses should not be worn in school.

Make up

• Natural make up is allowed. Students will be checked upon to the Academy and the decision of “natural” is at the discretion of staff.
• False tan, false eyelashes and false and or painted nails are also not allowed to be worn

Hair

• Hair for boys and girls should be neat and tidy.
• Only plain black headbands and bobbles.
• Extreme hairstyles are not permitted e.g. Tramlines, shaved patterns or bright non-natural colours.

School Bag

• A suitable rucksack is necessary for carrying books and equipment. Plastic bags and handbags are not suitable.

Equipment

• Every pupil should bring the following everyday equipment; a pencil case, a black or blue pen, a green pen, a pencil, a ruler, a rubber and a calculator.

Trainers/pumps

• These are not part of the school uniform. Pupils are required to come to school wearing the correct footwear- NOT trainers.

Coats/Outerwear

• Coats must be big enough to be worn over the blazer and need to be longer than the blazer. Coats cannot be worn in school except in periods of extreme cold when students will be informed of the change.
• Any other outerwear (sweatshirts/hooded tops, cardigans, jumpers) that is not part of school uniform should not be worn in school and will be confiscated and returned at the end of the day.
• We may also make uniform announcements in the event of very warm weather.
• No caps/hooded sweatshirts/hoodies at all anywhere in school, they will be confiscated.

Appendix iii

Suspension Reintegration Meeting - Co-op Academy Failsworth

Suspension Reintegration Meeting - Script:

Appendix iv

Home Academy Agreement

Appendix v

Graduated Response to Managing Behaviour

Appendix vi

Co-op Academy Failsworth has a graduated approach to wider social inclusion. This supports a collaborative approach to the following areas within school in order to support the needs of a child (SEND, safeguarding, pastoral, attendance and behaviour provision). This is a recognition that whilst most pupils' needs will be met by the universal offer, there may be some pupils who require a more targeted and/or more intensive approach (internal or external).