Primary Positive Behaviour Policy

Date September 2026

Policy details

• Date approved by Trust Board - July 2026
• Next review date - July 2027
• Policy owner - Co-op Academy Glebe

Co-op Academy Glebe

Park Place, Fenton, Stoke-on-Trent ST4 3HZ

 gleb-office@coopacademies.co.uk

01782 234868

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

Contents

Policy details        1

1. Policy Statement and Purpose        2

2. Rules and Ways of Being        3

3. Rights and Responsibilities        4

4. Developing Positive Behaviour        5

Embedding the approach        5

Meditation        5

Leadership Opportunities        5

Guidance for restorative conversations        6

Talk Types        6

5. Emotion Coaching

6. Recognition        7

7. Classroom Expectations        9

8. Expectations Around the Academy        10

9. Expectations outside of School        10

10.  Consequences        10

Early Years        10

Recording        10

Time out        10

11. Further Intervention and Support        12

12. Child on Child Abuse        13

13. Suspensions        13

14. Permanent Exclusion        14

15. Searching, Screening and Confiscation        14

Appendix        17

1. Policy Statement and Purpose

We want our school to be a place where all children and adults feel safe, happy and successful. We know that the consistent application of this policy is key to this. Through this policy, we will set out our high expectations of adults’ and pupils’ behaviour and will define unacceptable behaviours, including bullying. We will clarify the roles and responsibilities of different people within the academy community. We will also outline the rewards and sanctions which are to be used consistently by all staff.  

We want to celebrate the individuality of every child in a positive and caring environment, where everyone takes responsibility for themselves and each other. The positive atmosphere and firm boundaries nurture children’s social, moral and emotional development, rewarding their desire to make good choices, through the Co-op Ways of Being. We aim to support children to understand the positive and negative consequences of their actions and choices beyond the school gates and into adulthood. By working together, child, parent and teacher, every child will achieve their full potential.

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

Our expectations are underpinned by the Co-op’s ‘Ways of Being’.

Being Co-op is about creating an environment that celebrates difference. Somewhere both pupils and colleagues feel responsible, valued, empowered and trusted to do the right thing for each other and our community.

The four Ways of Being Co-op guide our future – no matter what we do, they’re how we do it. They are:

Our Pupil Behaviours help us define and explore each ‘Ways of Being’.

3. Rights and Responsibilities

The Academy Governing Body:

The academy governing body is responsible for monitoring this behaviour policy’s effectiveness and holding the headteacher to account for its implementation.

The Headteacher:

The headteacher is responsible for reviewing and approving this behaviour policy.

The headteacher will ensure that the school environment encourages positive behaviour and that staff deal effectively with poor behaviour, and will monitor how staff implement this policy to ensure rewards and sanctions are applied consistently.

Members of Staff:

Staff are responsible for:

• Implementing the behaviour policy consistently
• Modelling positive behaviour
• Providing a personalised approach to the specific behavioural needs of particular pupils
• Recording behaviour incidents

The senior leadership team will support staff in responding to behaviour incidents.

Parents/carers:

Parents are expected to:

• Support their child in adhering to the pupil code of conduct
• Inform the school of any changes in circumstances that may affect their child’s behaviour
• Discuss any behavioural concerns with the class teacher promptly

4. Developing Positive Behaviour

To encourage positive behaviour, all members of staff will:

• Build positive relationships with all pupils and parents/carers
• Be positive and notice/recognise good behaviour
• Be an exemplary role model in every aspect of their work and communication
• Always model good manners and insist that pupils show these too
• Remain calm in all situations
• Ensure all rewards and sanctions earned are delivered
• Be early to collect or receive pupils
• Be well prepared for all lessons to reduce transition times
• Ensure that work is matched to pupils’ needs and levels of attainment
• Have clear routines which are adhered to consistently
• Ensure pupils line up smartly and move through the school in a calm and orderly way
• Insist that all pupils demonstrate active listening when adults or peers are speaking
• Investigate reports of misbehaviour fairly and thoroughly

Our staff are provided with training on managing behaviour,  identified staff receive training including proper use of restraint. Behaviour management will also form part of continuing professional development.

Embedding the approach

It is vital that all members of the academy community understand and support the implementation of the policy. To this end, we ensure the following strategies are in place:

• Expectations of behaviour and rules (appendix 4) are shared with the parents and children at key points throughout the academic year and remain consistent across the school.
• The school rules are displayed in all classrooms around the academy.
• Each classroom has a Restorative Behaviour display.
• Assemblies to celebrate and to reinforce pupils’ knowledge of behaviour and consequences

How Points Work

Every child starts their day in a Neutral Position (0) . From there, their choices determine their points profile on Arbor.

• Neutral (0): Children who consistently meet expectations throughout the day will receive specific praise. They will also earn a +1 Exceptional Point (positive point) at the end of every day as well as dojo for Excel and Enjoy.  
• Reminder Points (-1): If a child breaks a rule, staff will give a positive verbal reminder in the first instance. If the behaviour continues, they will receive a Reminder Point (-1) with a clear explanation of why.

'Plus One' Behaviour Repair

At Co-op Academy Glebe we believe mistakes are opportunities to learn. A reminder point is never a permanent marker for the day . If a child takes responsibility, engages in a restorative conversation, and turns their behaviour around, they earn a 'Plus One' (+1) to fully restore their record for that session.

Guidance for restorative conversations

If possible, talk to pupils involved separately initially.

This conversation should take place with the adult who witnessed or received the information about misbehaviour.

Restorative practice conversation scaffold

Restorative conversations provide a safe space to address incidents of conflict

or harm. These conversations support the development of pro-social capabilities by creating opportunities for social and emotional learning. When using restorative conversations teachers need to scaffold students to a resolution that is accepted by all, is aligned to the school’s core values and ensure that the type of restitution agreed upon is logically related to the mistakes made.

The scaffold

Tell the story

What happened?

What did you want? (identify the need)

Is it ok to want ______________? (validate the need)

Did what you do work for you? (behaviour)

What do we believe at school about _______________ (behaviour)?

Do you believe in that rule?

What could you try next time that would work for you? (replacement behaviour)

Who could help you with that? (support)

Explore the harm

Who has been affected by this behaviour? In what ways?

Repair the harm

Are you willing to solve the problem with ______________?

What could you do to fix the problem with _______________?

What else could you do?

Reach an agreement

What do you need to do from now on?

Are you willing to fix the problem with ______________?

Follow-up/monitoring

When would be a good time to check in with you to see that you have

fixed the problem with _________________ and you are doing what we

agreed?

How are you feeling now?

5. Emotion Coaching Framework

Core Philosophy & Perspective Shift

Our behaviour policy is grounded in a trauma-informed shift in perspective. Rather than asking "What is wrong with this child?", staff must ask "What happened to this child?" and "What is this behaviour communicating?" 

Visible challenging behaviours (e.g., defiance, aggression, disruption) are often the tip of an iceberg; they may be driven by hidden root causes such as Adverse Childhood Experiences (ACEs), insecure attachments, communication barriers, or unmet learning needs. Emotion Coaching helps children to regulate, understand, and safely express their emotions in a pro-social way.

The Biological Basis: The "Regulate, Relate, Reason" Hierarchy

To support self-regulation, interventions must follow the brain's natural processing sequence from the bottom up:

• Regulate (Brain Stem): The brain stem controls survival instincts and life support (fight/flight/freeze); a dysregulated child cannot process effectively. Staff must first establish physical and emotional safety.
• Relate (Limbic System): The limbic system processes emotions, attachment, and relationships; staff must actively validate and name the child's feelings to foster connection and calm the emotional centre.
• Reason (Cortex): The cortex handles logic, planning, and consequences. Cognitive problem-solving can only occur once the child is fully regulated and connected.

Implementation: The Three-Step Approach

Step 1: Regulate

• Objective: Lower arousal and transition the child out of a survival state.
• Strategies: Create a low-stimulation or safe space, use a calm vocal tone, offer rhythmic actions (e.g., walking), use sensory tools, or breathing exercises.

Step 2: Relate

• Objective: Notice, name, and validate the child's feelings.
• Strategies: State what is observed instead of asking interrogative questions.
• Scripting: "I can see you are feeling frustrated right now. It is okay to feel frustrated; I have felt that way before too." 

Step 3: Reason

• Objective: Set clear behavioural boundaries and collaboratively solve the problem.
• Strategies: Explicitly separate the emotion from the behaviour. Scaffold alternative ways to handle the situation for next time
• Scripting: “When your friend took your equipment, you felt angry, it’s ok to feel angry but it’s not ok to hurt/ shout at your friend. What could you do next time? You might want to ask your teacher for some equipment. How can we put things right with your friend?”

Key Implementation Guidelines for Staff

• Self-Regulation First: Staff must recognise their own emotional response and ensure they are entirely calm before attempting to co-regulate with a pupil.
• Maintain Neutrality: Remain calm, non-confrontational, and non-judgemental throughout the process.
• Universal Application: Emotion coaching is a universal approach, beneficial to all children, not just those with identified trauma or SEMH needs.
• Boundary Clarification: Validating an emotion does not mean approving of unsafe or disruptive behaviour. All emotions are acceptable, but not all behaviours are.

6. Recognition

Class Dojo 

Class Dojo online reward points programme is used in school to support positive learning behaviours.   Children earn points on an individual basis to reward high standards of behavioural skills throughout the day.

• A Dojo points can be given for a range of reasons.  For example:

• A Dojo point is rewarded at the end of the day (Excel and Enjoy), for every child who has not received a reminder point at all that day.
• Classes will be working together to earn the required points to reach a set of whole school class milestones (belts) that build across the points total.

🥋 The ClassDojo Journey: Class Belts🥋

Other Rewards:

• Verbal Praise  
• Stickers
• Pupils work displayed throughout the school
• Awards/certificates sent home
• Awards via Celebration events
• Praise cards  
• Phone calls/texts home  
• Outstanding work shared with Subject Leader/Phase leader/Headteacher
• In order to encourage good behaviour as a whole class, collective rewards are also given.

Children who have not received a reminder point throughout the day will earn an ‘Exceptional Point’ that will be recorded on Arbor. Over time, as these add up, the can be exchanged for the following rewards:

Weekly THRIVE Time

Every Friday from 2:25pm to 2:40pm, the whole school takes part in THRIVE Time. Children with positive or neutral records take part in activities like sports, crafts, or film time.

The RISE Programme: Children who end the week with -4 points or multiple remainder points for a specific rule attend our Friday afternoon RISE Workshops . Run by SLT, these sessions focus on coaching children to restore their behaviour so they can successfully gain plus points moving forward .

7. Classroom Expectations

All pupils within the academy will demonstrate the pupil code of conduct, under three pillars, Be Ready, Be Respectful, Be Safe.

8. Expectations Around the Academy

The code of conduct explains clearly to pupils how they should behave both in the classroom and around school. In addition, at Co-op Academy Glebe we expect pupils to:

• Line up quietly and walk in line when transitioning from one room or activity to another
• Stand still at the end of lunch on the first whistle. Move to lines calmly when the 2nd whistle is blown and children to ensure they are lined up quietly and in alphabetical order (two lines) and ready to enter school on the third whistle.
• Respect that there is always learning happening and therefore use quiet voices inside the building
• Ensure they put all litter in the bin and behave responsibly in all inside and outside spaces
• Queue respectfully for dinner and always tidy away their tray once they have finished their meal
• Speak politely to all adults, including lunchtime supervisors, site staff and any visitors

Co-op Academy Glebe also has specific Corridor Conduct expectations that are outlined below:

9. Expectations outside of School

We are proud of our community and want our community to be proud of us. Our pupils are our ambassadors when identifiable and in our uniform and so we expect behaviour walking to and from school, in the community, to reflect the high standards we have for them inside of the building.

We ask that parents and carers monitor behaviour of children immediately outside the school gates and whilst walking too and from school to ensure they are safe on the busy roads and that they are not causing blocks to the walkways for other pedestrians.

10.  Consequences

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

If a child is not following one of the school rules, they will be verbally reminded by staff in the first instance using positive language, for example; ‘please can you ensure you are listening’ or ‘I can see most children are listening and ready’ instead of negative phrases such as ‘you are not listening.’  If after the child has had a verbal reminder and they still continue to not follow this rule, they will receive a ‘reminder point on Arbor’. Staff must ensure that they have been explicit with the child about the reasons as to why they have received a reminder point in relation to which exact rule.

Children can repair behaviours and gain a ‘Plus One’ (+1)

Staff at Co-op Academy Glebe firmly believe that every child should have the opportunity to repair, reflect, and rebuild after a challenging moment. To reflect this, our policy introduces a 'Plus One' restorative point. If a child has received a reminder point due to a breach of our school rules, this is never seen as a permanent marker for the day. Instead, if the child actively engages in a restorative conversation, demonstrates an effort to repair any harm caused, and successfully redirects their conduct, they can earn a 'Plus One'. This credit essentially restores their behaviour record for that session, explicitly teaching children that mistakes can be corrected through positive action, accountability, and a commitment to our school community.

RISE (Restorative Intervention, Social Engagement) Programme

This will be timetabled and will be with a specific member of staff on a Friday afternoon, based on the main reason for reminder points. e.g. if a child has had a number of reminder points for kind hands and kind feet they will do a specific restorative programme with a specific member of staff.

Thrive and Shine Club

This will be every breaktime and lunchtime and will be for children who have reached -4 reminder points that day (or previous afternoon) for 5 minutes or have shown a significant behaviour concern which will be the whole break and lunchtime (SLT discretion who may say if this spills over to  a new day it may not be necessary) Work will be done in this club specifically on restorative conversations and work on changing the behaviour moving forward to support them.

Significant Behaviour Concern

Significant Behaviour Concerns must by-pass the stages and go to Deputy Headteacher or another member of SLT.

Definition of a Significant Behaviour Concern

Threshold Criteria for a Significant Behaviour Concern:

• Persistent disruptive behaviour
• Bullying
• Physical assault against a pupil or adult, including:

• Intentional spitting
• Throwing objects with the intent to harm
• Fighting
• Harming someone intentionally

• Verbal abuse/threatening behaviour against a pupil or adult, including:

• Derogatory remarks about protected characteristics
• Swearing at others

• Theft
• Persistent swearing (not at others)
• Sexual Misconduct, including:

• Peer on peer
• Child to adult
• Includes verbal and/or physical

• Intentional damage to school property
• Use or threat of use of an offensive weapon or prohibited item
• Inappropriate use of online technology
• Intentionally and repeatedly breaking health and safety rules, which may cause harm to self or others, e.g.

• Climbing
• Absconding (e.g. leaving the classroom without permission, attempting to leave the building or school grounds)
• Misuse of equipment
• deliberate spreading of germs (e.g. intentionally coughing in someone's face)
• Tampering with safety equipment (e.g. setting off fire alarm, tampering with first aid boxes, breaking hand sanitising stations)

Significant behaviour concern may result in suspension or permanent exclusion.

Early Years

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

Thrive and Shine Club

Co-op Academy Glebe has a daily Thrive and Shine Club, which runs during breaktimes and lunchtimes, offering targeted support for children who have reached a -4 reminder points or have shown a significant behaviour concern. This dedicated space focuses strictly on positive intervention and explicit coaching. During these sessions, staff guide children through structured restorative conversations to explore what went wrong, look at the impact on others, and practice targeted strategies to improve moving forward. The primary goal of Thrive and Shine is to actively repair behaviours and equip children with the specific skills they need to successfully turn things around, helping them get back on track to earning positive 'plus ones' points.

Running the 'Thrive and Shine' Club

Three Step Structure-Guidance for staff if a child has entered the club dysregulated. For children who are already planned to attend the Thrive and Shine Club there will be a range of restorative activities for them to complete alongside help and support from staff in their, where required.

11. Further Intervention and Support

Co-op Academy Glebe is aware of the links between the SEND Code of Practice, our SEND processes and the whole school behaviour system outlined in this policy. Some special educational needs may pose a barrier or difficulty when applying the requirements of this policy, and require suitable adaptations, for example pupils with social, emotional, mental health difficulties and diagnosis such as Autism. We recognise our legal duty under the Equality Act (2010) to ensure reasonable adjustments are made that are personalised to the pupil’s strengths and needs, and regularly reviewed.

Reasonable adjustments can take the form of how the behaviour policy expectations are explained to children with SEND, so that they understand what they should and should not do.

In conjunction with the class teacher, the SENDCo will evaluate a pupil who exhibits challenging behaviour to determine whether there is a possibility of the pupil having underlying needs that are not currently being met.

Where required, strategies will be put into place to address and support, and reviewed using the graduated approach of assess, plan, do, review cycle. Liaison with external agencies will take place where necessary. Where appropriate, pupils who struggle to manage their own behaviour will be given specific, measurable targets (e.g. I will remain in my seat during lessons; I will put my hand up to speak; I will use only kind words). Some pupils will have an individual reward chart which acknowledges positive behaviour over short periods of time (e.g. 5 or 10 mins). These rewards will then accumulate for pupils to earn the Co-op Coins in line with their peers.

Where pupils display behaviours which could put themselves, others or the order of the academy at risk, positive handling plans and individual risk assessments will be put in place. Any restrictive physical intervention will be recorded in the bound book and communicated to parents/carers.

Early Years Foundation Stage Behaviour Provision

In the early years, positive behaviour management is deeply rooted in trauma-informed research and the EYFS framework, specifically supporting the prime area of Personal, Social, and Emotional Development and the Characteristics of Effective Learning.

Central to our approach is Emotion Coaching, where practitioners validate and name children's feelings while maintaining clear boundaries, teaching them that all emotions are acceptable even when certain actions are not.

Through the ‘Regulate, Relate, Reason’ model, staff co-regulate with children to calm their physiological ‘fight, flight, freeze’ responses, building the vital emotional literacy needed for self-regulation. To ensure proactive, early intervention, all academies implement the Highfield Resilience Tracker. Based on Edith Grotberg’s ‘I am, I have, I can’ framework, this tool allows practitioners to precisely identify emotional needs and provide targeted support through high-quality adult interactions and strong parental engagement.

When behavioural boundaries are crossed, practitioners utilise logical consequences that are developmentally appropriate, helping children understand the impact of their actions.

This early years approach directly aligns with the Trust Behaviour Setplay, ensuring a positive foundation that empowers children to progress from co-regulation to independent self-regulation as they transition through school.

Key Stage 1

Building on this early foundation, Key Stage 1 continues to embed trauma-informed principles as children begin the transition from adult-led co-regulation to increasing independence. Emotion Coaching remains central, with staff actively helping pupils map their emotional states to clear, accessible frameworks like the Zones of Regulation, deepening their self-awareness during times of challenge. As children develop greater cognitive capacity, practitioners guide them through the ‘Reason’ phase of the model, using restorative conversations and explicit instruction to help them connect their feelings with their choices. Logical consequences are communicated with predictable warmth, reinforcing personal accountability while safeguarding the child's sense of belonging. Through continued tracking of individual resilience markers and active collaboration with families, KS1 ensures that every child consolidates the emotional literacy required to navigate structured learning environments, build peer relationships, and take ownership of their behavior.

Key Stage 2

In Key Stage 2, this approach evolves to foster mature self-regulation, personal responsibility, and executive functioning, fully aligning with the Trust Behaviour Setplay. While staff remain trained to recognize and de-escalate underlying physiological stress using relational and trauma-informed strategies, pupils are empowered to independently deploy their own coping mechanisms when experiencing emotional dysregulation. Restorative practice replaces simple boundary-enforcement, engaging older pupils in reflective dialogue to understand the wider impact of their choices on the school community and repair harm constructively. Targeted support continues to be informed by robust resilience tracking, ensuring that vulnerable learners receive discrete, tailored intervention before behavioral challenges escalate. By maintaining high expectations alongside relentless relational support, KS2 equips pupils with the internal control, social empathy, and moral agency needed to succeed academically and transition confidently into secondary education.

12. Child on Child Abuse

Co-op Academy Glebe is committed to ensuring a climate of safety for all students by challenging inappropriate behaviour between peers. We have a zero tolerance approach of all forms of child on child abuse including (but not limited to):

• Bullying (including cyberbullying, prejudice-based and discriminatory bullying)
• Abuse in intimate personal relationships between peers
• Physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm (this may include an online element which facilitates, threatens and / or encourages physical abuse)
• Sexual violence, such as rape, assault by penetration and sexual assault (this may include an online element which facilitates, threatens and / or encourages physical abuse)
• Sexual harassment, such as sexual comments, remarks, jokes and online sexual harassment, which may be standalone or part of a broader pattern of abuse
• Causing someone to engage in sexual activity without consent, such as forcing someone to strip, touch themselves sexually, or to engage in sexual activity with a third party
• Consensual and non-consensual sharing of nudes and semi nude images and / or videos (also known as sexting or youth produced sexual imagery)
• Upskirting, which typically involves taking a picture under a person’s clothing without their permission, with the intention of viewing their genitals or buttocks to obtain sexual gratification, or cause the victim humiliation, distress or alarm
• Initiation / hazing type violence and rituals (this could include activities involving harassment, abuse or humiliation used as a way of initiating a person into a group and may also include an online element

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

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

Co-op Glebe Anti Bullying Policy.

Co-op Glebe Child Protection Policy.

Keeping Children Safe in Education

13. Suspensions

This policy links with our exclusions policy. Internal exclusions, fixed term exclusions and permanent exclusions are only used as a last resort to address serious misbehaviour and/or when the sanctions in this policy have not been effective.

14. Permanent Exclusion

Permanent exclusion is a last resort. A Headteacher may decide to permanently exclude a student for persistent disruptive behaviour, where despite the school's best effort, a student insists on breaching the school's behaviour policy. A permanent exclusion could also be the consequence for a first 'one off' offence, based on the severity of the behaviour. One off offences may include:

• Serious actual or threatened violence against another student or member of staff (including online threats or abuse)
• Assault on a student or member of staff
• Sexual abuse or assault
• Supplying or using an illegal drug
• Carrying an offensive weapon (including any article made or adapted for causing injury)
• Serious one off incidents including ‘Hate’ incidents / crime or bullying

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

15. Searching, Screening and Confiscation

The Headteacher has statutory power to search pupils and possessions if there are reasonable grounds to suspect pupils have prohibited items. Searches may also be carried out by members of staff and contractors authorised by the Headteacher. All authorised staff will be up to date with screening and searching procedures as laid out in government guidance.  When conducting searches, the Headteacher will consider the age and ability of students and make reasonable adjustments where necessary. Where possible searches will be conducted with the student present and away from other students  (unless there is reason to believe that significant harm could happen if we wait).

The school can search a student for any item with their consent and in their presence (e.g. turning out pockets / looking in bags). Staff have the power to search (without consent) if they have reason to believe a student possesses any of the following items:

• knives and weapons
• alcohol
• illegal drugs
• stolen items
• tobacco and cigarette papers
• cigarettes
• e-cigarettes
• lighters and matches
• fireworks
• pornographic images
• anything that has been or is likely to be used to commit an offence, cause injury,damage property

Wherever possible, searches will be carried out by two authorised members of staff, or contractor  by staff members of the same gender as the student, and with the student present as a witness. Searches that require physical contact or use of force will always be a last resort. Where the risk is considered significant, they will be conducted by a trained member of staff of the same sex as the pupil, or, if possible, and preferably, by a family member. If this is not possible (due to urgency of the situation) searches will be conducted by a permanent member of staff, with the appropriate training, of the same sex and an appropriate adult (of the same sex). In all cases, only outer clothing will be searched (pockets, bags, shoes etc). No member of the school community will conduct a search that reveals a student’s underwear or skin (beyond shirt sleeves).

Staff will confiscate and retain a student’s property if it is a banned item or any item being used to cause harm to self or others, damage to property, or disruption to the maintaining of a purposeful learning environment. For any confiscated item that is not deemed to be dangerous or potentially / known to be illegal, the confiscating staff member is required to make a proportionate and fair decision about what happens next with the item, for example:

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

Retention of, damage to or disposal of a student’s personal property should not be used as a sanction and confiscation, including how the confiscation is followed up, should only be used to ensure the maintenance of a safe and purposeful learning environment.

Screening

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

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 students committing an offence, injuring themselves or others, or damaging property, and to maintain good order and discipline in the classroom. Headteachers and authorised school staff may also use such force as is reasonable given the circumstances when conducting a search without consent for knives or weapons, alcohol, illegal drugs, stolen items, tobacco and cigarette papers, fireworks, pornographic images or articles that have been or could be used to commit an offence or cause harm.

The academy follows all DfE guidance for 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 Glebe is mobile phone-free environments by default.
• The default position is that pupils are not allowed to bring their mobile phones into the school building- for their own safety and security and for the comfort and peace of mind of others.

If there are exceptions to the ban of mobile phones for primary schools in upper Key Stage 2 the following applies (please use or delete as necessary):

• Phones and other devices (e.g. tablets, Airpods and Smart watches) must not be seen or heard on the school site between 7.30am-5.00pm
• 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 xxxx 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 Glebe’s 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

Appendix 1: Co-op Academy Glebe School Rules

Appendix 2: Co-op Academy Glebe Behaviour Intervention Plan

Appendix 3: Co-op Academy Glebe Individual Pupil Behaviour Report Stage 1

Appendix 4: Co-op Academy Glebe Individual Pupil Behaviour Report Stage 2

Appendix 5: Co-op Academy Glebe School Uniform Expectations

Appendix 6: Co-op Academy Glebe Corridor Conduct Expectations

Appendix 7 : Co-op Academy Glebe Positive Behaviour Support Plan

Appendix 8: Co-op Academy Glebe BIPRA

Appendix 9: Co-op Academy Glebe Allegation into Bullying Form

Appendix 1: Co-op Academy Glebe School Rules

School Rules:

Our Code of Conduct

All pupils within the academy will demonstrate the pupil code of conduct, under three pillars, Be Ready, Be Respectful, Be Safe.

Appendix 2: Co-op Academy Glebe Behaviour Intervention Plan

Appendix 3: Co-op Academy Glebe Individual Pupil Behaviour Report Stage 1

Individual Pupil Behaviour Report: Stage 1

Appendix 4: Co-op Academy Glebe Individual Pupil Behaviour Report: Stage 2

Individual Pupil Behaviour Report: Stage 2

Appendix 5: Co-op Academy Glebe School Uniform Expectations

Uniform shows that we are in a community. Wearing it says we’re all in this together.

All children are required to wear our school uniform. This will include:

• Branded (with the school logo) round-neck burgundy sweatshirt - only item required  to be purchased from our supplier for daily uniform
• White polo shirt
• Grey or black trousers, skirts, dresses, although we do encourage trousers for all
• Grey or black socks/tights
• Black plain shoes, no heels

In the summer children have the option to wear grey or black trousers, shorts or a red and white summer dress.

Jewellery must not be worn with the exception of one pair of stud earrings. This is for everyone's safety. These must be removed for PE by parents prior to the start of the PE day.

PE Kit:

On PE days your child will need to come to school dressed in their PE kit and NOT their daily uniform. PE day reminders will be sent via Arbor so you know the days your child needs to wear their PE kit to school. The PE kits expected are as follows and the majority of PE lessons (weather permitting) will take place outside.

• Black pumps (EYFS and KS1)
• Plain trainers (KS2)
• Plain black PE shorts
• Plain black joggers
• Burgundy PE polo shirt – only item required  to be purchased from our supplier for PE
•  The round neck school sweatshirt to be worn over the burgundy  polo shirt

Appendix 6: Co-op Academy Glebe Corridor Conduct

Appendix 7: Co-op Academy Glebe Positive Behaviour Support Plan

Please note that should the Pupil have a BIPRA in place, then a PBSP must be Completed: (Although a PBSP could be used as a stand-alone document to support pupils in learning with non-restrictive physical interventions being listed.)

Appendix 8: Co-op Academy Glebe BIPRA

Please note that should the Pupil have a BIPRA in place, then a PBSP must be Completed: (Although a PBSP could be used as a stand-alone document to support pupils in learning with non-restrictive physical interventions being listed.)

Appendix 9: Co-op Academy Glebe Bullying Incident Investigation and Allegation Form