Positive Behaviour Policy

Policy details

Date created - 04.09.24

Date most recently reviewed by governors  - Sept 2024

Responsibility for review: Mrs Holly Green

Contents

Policy details        1

1. Policy Statement and Purpose        2

2. Rules and Ways of Being        2

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. Recognition        7

6. Classroom Expectations        8

7. Expectations Around the Academy        8

8. Expectations outside of School        9

9.  Consequences        9

Early Years        10

Recording        10

Time out        10

10. Further Intervention and Support        11

11. Child on Child Abuse        11

14. Searching, Screening and Confiscation        13

Appendix        15

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

Searching, Screening and Confiscation - Advice for Schools

Keeping Children Safe in Education

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 Head of School:

The Head of School is responsible for reviewing and approving this behaviour policy.

The Head of School 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. Some staff in school are trained in Level 1 Team Teach Positive Handling approaches. Behaviour management will also form part of continuing professional development at least on a termly basis.

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 an Assertive Discipline display.
• assemblies to celebrate and to reinforce pupils’ knowledge of behaviour and consequences

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.

5. Recognition

Class Dojo 

Class Dojo online reward points programme is used in school to enhance and supplement our Assertive Discipline policy.  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, for every child who has not moved their name at all that day.
• When children achieve 50 dojos, they may choose their reward from those presented by the Phase Leader, who will come to visit classes each Thursday with the rewards selection
• 50 points rewards are a balance of material prizes and reward experience tokens.
• Children achieving 50 dojos, redeem 50 points in exchange for their reward and their score returns to zero.  This ensures that no obvious gap between children’s point scores is displayed in class and improves self-esteem.
• Overall points earnt are not wiped away from the system when redeemed, allowing staff to track and monitor points earnt over the year, using the ‘reports’ section of the programme.
• Experience rewards are given the next day (Friday) as children present their tokens.

• Although the system allows ‘Dojo’ points to be taken away we DO NOT use this aspect of the system.  Staff refer to our Assertive Discipline approach to deal positively with unwanted behaviours and to apply sanctions
• Rewards are given as pupils achieve the following milestones on both an individual whole class basis:

• Pupils will be awarded the Daily Dojo award for every day they do not move their name at all and must be awarded before the children go home so they can see/be involved in celebration.
• When children achieve 50 dojos, they may choose their reward from those presented by the class teacher
• 50 points rewards are a balance of material prizes and opportunities. These will be reviewed by the school council on a termly basis.
• Children achieving 50 dojos, redeem 50 points in exchange for their reward and their score returns to zero.  This ensures that no obvious gap between children’s point scores is displayed in class and improves self-esteem.
• Overall points earnt are not wiped away from the system when redeemed, allowing staff to track and monitor points earnt over the year, using the ‘reports’ section of the programme.
• Pupils achieving 50 dojos will be acknowledged on the class dojo page every Friday. Pupils will then be able to choose their reward to take home or can choose a reward opportunity which will take place during the following week.
• Pupils who do not have their name moved at all during a half term or who have 3 or less warnings that half term will have a half termly reward.

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/Principal
• In order to encourage good behaviour as a whole class, collective rewards are also given.

Half-Termly Rewards

• Children who have not moved their names throughout the half term will receive an extra reward. Last year, in 2324, the following rewards were provided:

• School disco (x2)
• Bingo with prizes
• Beetle Drive with prizes
• Outside sports extravaganza
• Afternoon tea

Golden Time:

Children missing any of their Golden Time must miss their minutes from the start of Golden Time and stay in class for this period. Maximum minutes for any golden time is 15 minutes. Golden Activity for the week:

6. School/Classroom Expectations

All pupils within the academy will demonstrate the pupil code of conduct:

1. Keep hands, feet and objects to yourself at all times

2. Listening and being ready to learn

3.Try to do as you are asked the first time

4. Use equipment in the correct way and respect each other's property

5. Walk sensibly and safely around the school at all times

6. Be respectful and courteous in how we speak to others

7. 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
• Move to lines immediately after lunch. The first whistle means for children to stop what they are doing and the second whistle is for them to walk sensibly into their lines.
• 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

8. 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 (see appendix 8) 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.

9.  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.

• The weekly positive behaviour record needs to be completed daily at the end of the day with the final stage for each pupil on the behaviour log on Arbor, paper copies are not required, brief explanation of reason for moving name is required.
• The following codes must be used.
• All letters sent for 2XX (appendix 5), SI (appendix 7) and PD (appendix 6) to be uploaded onto Arbor in class behaviour folder, by class teacher by the end of the day
• All SI forms to be completed by the end of the day (unless otherwise agreed by SLT)
• All conversations with parents for continuous weeks to be handwritten and saved in parent contact folder.

Assertive Discipline System: The daily model

*Each day starts with all names on the board.

* Class staff record on an Excel sheet the stage for each child on a daily basis. This is monitored by Phase Leaders and behaviour lead

Recording of Serious Incidents

The member of staff who investigated or witnessed the incident will record it on a serious incident form (see appendix 3). A member of SLT will keep a record to ensure that consequences have been put in place. Parents will be contacted by either the Class Teacher or a member of SLT. If sexually harmful behaviour occurs, this is recorded on CPOMs as a safeguarding concern. Appropriate actions will be taken, inline with this policy and the Safeguarding & Child Protection policy.

Supporting Behaviour

Where there are ongoing behaviour incidents, or a child is moving their name regularly on the Assertive Discipline Model, we ask parents to meet with staff to discuss actions moving forward to support positive behaviour in school. A example log of this can be found in Appendix 1: Behaviour Stages Record Form. We also use Positive Behaviour Support Plans (appendix 9) to further assist pupils. Children identified on these plans will be discussed with parents by a member of the SLT.

10. Further Intervention and Support

Coop 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 (Mrs Holly Green) 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.

11. 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). Any allegations of bullying will be investigated fully, see appendix 2 for an example of an allegation of bullying form.
• 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 Academy Glebe Anti Bullying Policy.

Co-op Academy Glebe Child Protection Policy.

Keeping Children Safe in Education

12. 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.

13. Permanent Exclusion

Permanent exclusion is a last resort. The Head of School 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)
• Persistent disruption to other students learning over a period of time
• 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.

14. Searching, Screening and Confiscation

The Head of School 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 Head of School. All authorised staff will be up to date with screening and searching procedures as laid out in government guidance .  When conducting searches, the Head of School 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.

Mobile Phones / Devices

Y5 and Y6 pupils can bring their phones to school for the safety of them walking to and from school. On entry to the school, these phones will be placed in a box which is stored in the Main Office throughout the day and then returned to pupils at the end of the day.

Screening

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

Power to use reasonable force  

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

The academy follows all DfE guidance for searching, screening and confiscation which can be found here:

Searching, Screening and Confiscation - Advice for Schools

Please also see the Co-op Academies Trust Positive Handling Policy for the process of searching and screening and use of reasonable force (available on the school website).

Appendix

Appendix 1: Co-op Academy Glebe Behaviour Stages Record Form

Appendix 2: Co-op Academy Glebe Investigation into Allegation of Bullying

Appendix 3: Co-op Academy Glebe Serious Incident Form

Appendix 4: Co-op Academy Glebe School Rules

Appendix 5: Co-op Academy Glebe 2XX Behaviour Letter to Inform Parents

Appendix 6: Co-op Academy Glebe Persistent Disruption Behaviour Letter to Inform Parents

Appendix 7: Co-op Academy Glebe Serious Incident Behaviour Letter to Inform Parents

Appendix 8: Co-op Academy Glebe School Uniform Expectations

Appendix 9: Co-op Academy Glebe Positive Behaviour Support Plan

Appendix 1: Co-op Academy Glebe Behaviour Stages Record Form

CONFIDENTIAL – Co-op Academy Glebe

Stage 1/2/3 Behaviour Form

Person observing or reporting to complete as soon as possible and share with Phase Leader

Outline of types of behaviours leading to trigger of Stage 1:

Positive strategies used to support positive behaviour (tick all that apply):

Agreed Action Plan:

Monitoring:

Review Meeting 1

Signed ___________________________________              Date __________________

Review Meeting 2

Signed ___________________________________              Date __________________

Appendix 2: Co-op Academy Glebe Investigation into Allegation of Bullying

CONFIDENTIAL – Co-op Academy Glebe

Investigation and Monitoring into allegation of bullying

Person observing or reporting to complete as soon as possible and share with Head of School

Type/s of incident:

Where did the incident happen (choose all that apply):

Incident Report:

Agreed Action Plan:

Monitoring:

Review Meeting 1

Signed ___________________________________              Date __________________

Review Meeting 2

Signed ___________________________________              Date __________________

Appendix 3: Co-op Academy Glebe Serious Incident Form

DESCRIPTION OF INCIDENT: Antecedent and Behaviour to be completed prior to informing SLT

Parent/carer informed:

Appendix 4: Co-op Academy Glebe School Rules

  School Rules:

Our Code of Conduct

1. Keep hands, feet and objects to yourself at all times

2. Listening and being ready to learn

3.Try to do as you are asked the first time

4. Use equipment in the correct way and respect each other's property

5. Walk sensibly and safely around the school at all times

6. Be respectful and courteous in how we speak to others

Appendix 5: Co-op Academy Glebe 2XX Behaviour Letter to Inform Parents

        2XX Letter to Inform Parents

Dear parents/carers,

I am sorry to have to write to you, to inform you about your child’s continued behaviour in school today which has resulted in them reaching 2 crosses/2XX following our behaviour policy.

Unfortunately, there has been a number of times your child has not followed our school rules. The reasons they have moved their name today is as follows.

As a consequence, your child has had 2 dojos deducted, which you will have seen via your child’s dojo app and they will have missed 15 minutes of their playtime today or they will miss it at their next playtime tomorrow.

If you wish to discuss this further, please ring the school office on 01782 234868 and the class teacher will get back to you as soon as they are able to.

Thank you for your support

Many thanks,

Class Teacher  -                    Assistant Head Teacher  -Mrs H Green

Appendix 6: Co-op Academy Glebe Persistent Disruption Behaviour Letter to Inform Parents

Persistent Disruptive Behaviour Letter to Inform Parents

Dear parents/carers,

I am sorry to have to write to you, to inform you about your child’s continued behaviour in school today which has resulted them reaching the Persistent Disruptive stage on our behaviour policy. You will also see attached a letter from your child’s class teacher which resulted them in reaching 2 crosses/2XX and the reasons how they got to this stage. However, I have now been involved to support your child’s behaviour as they have continued not to follow our rules despite having consequences put in place.

As a further consequence to your child’s continued behaviour the following actions have taken place in addition them loosing 2 dojos and missing 15 minutes of their playtime.

I am sure you will recognise that your child’s behaviour held back their learning today. Furthermore, this has taken up a lot of teacher time and prevented others from learning.

I know you will want to support the school in helping your child improve their behaviour by speaking to them today about their choices. If this behaviour continues I will contact you to discuss how we can support your child’s behaviour.

Thank you for your support

Mrs Green

Assistant Head Teacher

Appendix 7: Co-op Academy Glebe Serious Incident Behaviour Letter to Inform Parents

Serious Incident Behaviour Letter to Inform Parents

Dear parents/carers,

I am sorry to have to write to you to inform you about your child’s behaviour in school today.

Unfortunately, they chose to behave in an unacceptable way. This incident is referred to as a serious incident in school and the category that we are relating the incident to is circled below:

• Bullying, to also include cyber-bullying
• Intentionally spitting at another person  
• Persistent swearing
• Throwing objects with intent to harm
• Harming someone intentionally so they need first aid
• Continued or more serious rudeness or challenge to authority
• Stealing
• Repeated refusal to do a set task (where clear supportive mechanisms have been used to engage pupils back in learning)
• Highly offensive remarks to children or adults, including racism and homophobia
• Fighting – to harm NOT play fighting
• Leaving the classroom without permission in anger
• Derogatory name-calling, insults and racist jokes based on difference including Racism or Homophobia
• Persistent verbal abuse to a member of staff
• Vandalising school property

As a consequence, for the serious incident the following sanction has taken place

I am sure you will recognise that this held back your child’s learning today. Furthermore, this has taken up a lot of teacher time and prevented others from learning.

I know you will want to support the school in helping to improve your child’s behaviour by speaking to them about their choices. If this behaviour continues I will contact you, to discuss how we can continue to support your child’s behaviour. If you wish to discuss this incident any further, please do not hesitate to ring school to speak to myself or your child’s class teacher and we will get back to you as soon as possible

Thank you for your support

Assistant Head Teacher

Appendix 8: Co-op Academy Glebe School Uniform Expectations

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

Our pupils are expected to look smart at all times and to be appropriately dressed in the Academy as per our uniform expectations.

We believe strongly that wearing the correct uniform is part of being ready to learn, part of belonging to a community that promotes a positive attitude along with preparing them for their secondary education and the world of work.

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

• Jumpers and cardigans with the school logo
• White short-sleeved polo T-shirt or white shirt
• Grey or black trousers/skirt
• 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.

Key Stage 2 children are required to wear a school tie and shirt. Children in Year 1 and Year 2 may wear a clip on tie if they wish however children in Nursery and Reception must not wear one due their age and safety implications when playing.

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 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)
• Black PE shorts
• Plain black joggers
• *Burgundy PE polo shirt – purchased from Longton Protective Clothing
• *Black logoed Sports Zipper Jacket – purchased from Longton Protective

Uniform Suppliers:

LPC
Located inside Timberland DIY Ltd; Sutherland Road; Longton; ST3 1HZ
01782 0327917 | SALE@LPCLOTHING.CO.UK

LPclothing.co.uk

Pre-loved School Uniform

We currently have a small range of pre-loved school uniform items for all parents/carers. No payment is necessary, just help us to recycle good quality uniforms!

If you have any good-quality school uniforms that you wish to donate, please contact Mrs. Fullwood or Mrs. Molloy for further information.

Guide donations to support our pre-loved running costs:

£1 per item with a logo

50p per item without a logo

Appendix 9: Co-op Academy Glebe Positive Behaviour Support Plan

Positive Behaviour Support Plan

DE-ESCALATION:

(Describe any strategies which have worked in the past or should be avoided.

E.g. Verbal advice and support, Firm clear directions, Negotiation, Limited choices, Distraction, Diversion, Reassurance, Tactical ignoring, Prompt touch, Take-up time, Time out – offered, Time out – directed, Reminder of consequences, Reminders of success)  

PHYSICAL INTERVENTION STRATEGIES:

(Describe any strategies which have worked in the past or should be avoided.)