Positive Behaviour Policy        

02 September 2026                        Policy details

• Review Date - 02/09/2026
• Date approved by Trust Board - 10/07/2025
• Next review date - 02/09/2027
• Policy owner - Coop Academy Priesthorpe

Coop Academy Priesthorpe

Priesthorpe Lane, Farsley, Pudsey, Leeds, LS28 5SG

Telephone: 01132574115

Email: info-prie@coopacademies.co.uk

Website: https://www.priesthorpe.coopacademies.co.uk/

Contents

1. Policy Statement and Purpose        2

2. Rules and Ways of Being        3

3. Rights and Responsibilities        4

4. Developing Positive Behaviour        5

5. Recognition        7

6. Classroom Strategies and Expectations        7

7. Expectations Around the Academy        9

8. Expectations outside of School        9

9.  Consequences        10

10. Further Intervention and Support        10

11. Child on Child Abuse        11

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

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

14. Searching, Screening and Confiscation        13

Screening        15

Power to use reasonable force        15

Mobile Phones / Devices        15-16

Appendix i        17

Co-op Academy Priesthorpe Consequences Tariff        17

Appendix ii        20

Rewards and Consequences        20

Appendix iii        21

Action and Consequences for Behaviour around School        21

Appendix iv        22

Suspension Reintegration Meeting - Co-op Academy Priesthorpe        22

Appendix v        24

Classroom Behaviour System        24

Appendix vi        26

Posters        26

Appendix vii        28

Home Academy Agreement        28

Appendix viii………………………………………………………………………………………………………..30

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

Policy Statement and Purpose

Co-op Academy Priesthorpe 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 Priesthorpe 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 Priesthorpe 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 Priesthorpe 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 Priesthorpe 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 Principals and School Staff

School suspensions and Permanent Exclusions 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)

Rules and Ways of Being

Co-op Academy Priesthorpe 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.

Ready, Respectful, Safe

Our school expectations of Ready, Respectful, Safe are influenced by research conducted in 2019 by the Education Endowment Foundation (EEF), which states that behaviour should be taught as well as managed in school. This 2019 report entitled ‘Improving Behaviour In Schools’ makes it clear that teaching students learning behaviours alongside managing behaviours is extremely effective. We believe behaving well is not an accident; it emerges over time and, with substantial guidance from teachers and parents, all are capable of ‘great’ Behaviour.

READY

• Attend every day
• Be on time to every lesson every day
• Be in full uniform with the equipment we need to learn

RESPECTFUL

• Be polite and respectful to everyone
• Be kind and look after those in need
• Always follow instructions first time

Always be SAFE

• Include everyone and celebrate diversity
• Report anything unsafe which puts ourselves or others at risk
• Think carefully about our words and actions

3. Rights and Responsibilities

Rights

All members of Co-op Academy Priesthorpe  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 Priesthorpe  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 Principal to account for its implementation. Governors should review this policy every year to ensure its effectiveness.

The Principal

The Principal is responsible for reviewing and approving this Behaviour for Learning policy. The Principal 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 Principal 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 Principal 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 Principal 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 Principal 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 Priesthorpe 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 called CRAFT each Tuesday morning.
• 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 senior and middle leaders
• Departmental and Faculty meeting time is used to ensure systems and routines are embedded and understood

Pupils

• Key habits and routines for pupils are established via assemblies, coaching, 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, coaching 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:

• Use Engage, Explain, Expect (3 E’s) to correct poor behaviour wherever possible.

• 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).

Never use:

• 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, Coaches, Heads of Year, Pastoral Managers and the Senior Leadership Team etc).

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

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

5. Recognition

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

• Reference to Values, Rules and Ways of Being displayed clearly
• Verbal praise and recognition given throughout lessons
• Teachers, leaders and staff can award house points to pupils for demonstrating the Co-op Ways of Being.
• Across each half term each teacher will award a ‘Golden Ticket’ for a pupil based on effort, good work or significant improvements seen - this will be recorded on Arbor and pupils receiving the golden tickets will go into a prize draw to win a significant prize.

Access to reward events (held every half term) and our Rewards Trip will be based on achieving the clear structured goals’

1. Excellent attendance
2. Good punctuality (on time to 96% of all lessons)
3. Positive contribution to the school community (Over 100 house points)
4. Low number of negative incidents logged on Arbor
5. No Suspensions

For more information regarding our Rewards policy please see the attached policy below. Rewards 2026

6. Classroom Strategies and Expectations

Priesthorpe Pathways - Classroom Expectations

The Priesthorpe Pathways are the steps the Academy takes to ensure a positive climate for learning. This involves clear consequences for students should they choose not to meet our minimum expectations of being Ready, Respectful, and Safe.

C1 – Reminder Students are given a verbal reminder (C1) linked to our core values. This is an opportunity for the student to change their behaviour immediately. They are advised of the consequences of continued poor conduct.

C2 – Formal Warning If the behaviour persists, the student receives a C2. This is recorded on Arbor and noted on the teacher's seating plan. At this stage, a 30-second "3 E’s Micro-Script" is used by the teacher to provide the student with "take-up time" and a final clear choice to stay in the lesson and learn.

C3 – Faculty/Department Referral If learning simply cannot continue, the student receives a C3 and is moved to a designated Partner Classroom within the same department for the remainder of the lesson. This ensures students stay in a learning environment with subject experts.

Sanction: A 30 minute after-school detention the same day. A phone call home will be made by the issuing member of staff.

C4 – Academy Referral A C4 is a high-level escalation. This is triggered if a student:

Refuses to attend the Faculty Referral (C3) room.

Disrupts the environment within the Faculty Referral room.

Commits a serious incident (such as violence, abuse, or dangerous conduct).

Reaches the "2x Rule" (receiving two C3 referrals from different lessons in a single day).

Outcome: The student is removed from the department by the Patrol team and placed in the Room for Improvement (R4I) for the remainder of the day (or a specified period). This is followed by a 30-minute whole-school detention the same day.

Behaviour Consequences (Codes)

Our expectations are based on strong communication skills such as, active listening and respectful language, taking responsibility for one’s own actions, respect, and courtesy for others. We are committed to the principles of Restorative Practice to address concerns in any of these areas.

C2 - Behaviour Code

A student will receive a C2 Behaviour code if their behaviour or classwork does not meet the required standard after a C1 warning.

Defiance

Students will receive a Defiance code if they deliberately do not follow a member of staff’s reasonable request or instruction. A 30 minute  same day detention will be administered.

Community Conduct

A student will receive a Community Conduct code (CC) for any behaviour in the classroom, on the corridors or outside which is deemed dangerous or harmful to the school community. For example, swearing, dropping litter or running in the corridors. A student will receive a 30 minute same day after school detention.

Equipment

A student will receive an Equipment code if they forget a piece of essential equipment. Examples of this include a pen, book or PE kit. If a student receives 5 equipment codes they receive a 30 minute same day after school detention. We understand that, at times, students may need additional support with the provision of equipment. Students who do not have the correct essential equipment can borrow this from our Student Services.

Late

Students are able to access the school building from 8.00am on Monday, Wednesday and Friday, and from 8.30am on Tuesday and Thursday. They must be in their first lesson or Coaching by 8.30am on Monday, Wednesday and Friday, and 9.00am on Tuesday and Thursday.

Academy registration closes at 9:00am prompt on Monday, Wednesday and Friday, and 9.30am on Tuesday and Thursday.

Arrival at lessons or coaching after 8.30am (Monday, Wednesday, Friday) or 9.00am (Tuesday, Thursday)  will result in a 30 minute detention after school the same day.

C2

If a student receives 5 C2 codes within a half term they will undertake a day in our Room for Improvement.  

C3

If a student receives 3 C3 codes within a half term they will undertake a day within our Room for Improvement.

C4

If a student receives 3 C4 codes within a half term they will undertake a day Offsite at another school's Room for Improvement.  

Equipment

If a student receives 5 Equipment codes within a half term they will undertake an after school detention the same day of the 5th equipment code.

7. Expectations Around the Academy

At Co-op Academy Priesthorpe our high expectations are reflected in our uniform. We have a uniform that is sensible, practical and easily maintained, and one that students wear with pride. The uniform makes an important contribution to our Academy ethos and values. Students are expected to be in full Academy uniform when they enter the school building before the start of the school day.

Uniform

The following items are our items with distinctive characteristics:

Black V Neck Jumper with Academy logo.

Co-op Academy Priesthorpe Tie – The tie stripe must be in the student’s House colour.

All of the above items can be purchased at Rawcliffe’s Ltd, Bradford or Whittakers Schoolwear, Farsley.

Footwear must be black leather shoes (no additional colour), low heeled, no high-ankle/boots unless they are under trousers.

Black trousers (no jeans, jeggings, leggings, trousers with studs or cargo trousers).

Plain white shirt/blouse

All of the above items can be purchased at many high street retailers.

PE Kit – Key Stage 3

Black polo shirt with academy logo

Black football shorts

Black football socks

Black or white sports socks

Trainers

Football boots

Optional

Black hooded sweatshirt with our academy logo

These can be purchased at Rawcliffe’s Ltd, Bradford or Whittakers Schoolwear, Farsley.

PE Kit – Key Stage 4

Black polo shirt with our academy logo

Black shorts, leggings or tracksuit bottoms

Optional black hooded sweatshirt with our academy logo

Trainers

Football boots

These can be purchased at Rawcliffe’s Ltd, Bradford or Whittakers Schoolwear, Farsley.

Jewellery

Earrings to be studs only and necklaces to be worn underneath the school uniform.

No facial piercings to be worn, beyond a single nose stud. Nose rings are not permitted.

Equipment

Please find below the minimum equipment all pupils require each day.

1 black or blue pen

1 green pen

1 pencil

15cm ruler

1 black whiteboard pen.

Pupils are expected to bring their equipment to school every day. If they do not have this in a lesson they will receive an equipment code on Arbor.

Entry to school

The school will open at 8.00am (Monday/Wednesday/Friday) and 8.30am (Tuesday and Thursday) for all students who wish to access a free breakfast in the dining hall. This can be accessed via the Post 16 entrance.

The doors to school via the Rockwoods entrance will be opened 10 minutes before the start of the school day. Students are expected to be in coaching or lessons before the bell which will sound at 8.30am (Monday/Wednesday/Friday) and 9.00am (Tuesday and Thursday). Staff will be present at both doors, meeting, greeting and checking uniforms of all students. Students are expected to enter the school building in full school uniform.  

Entry to lessons

Students are expected to attend lessons punctually and in a calm manner, ready to learn. Students must be in lessons no later than 3 minutes after the start of the lesson.

Punctuality

Students must be in their first lesson or Coaching by 8.30am on Monday, Wednesday and Friday, and 9.00am on Tuesday and Thursday.

Students will be allowed 3 minutes of transition time from their social times and lessons. If a student arrives at a lesson more than 3 minutes after the start then they will be given a 30 minute same day detention.

Energy/Fizzy Drinks

Students are not permitted to bring energy/fizzy drinks onto the school premises at any point. If these are seen by a member of staff they will be confiscated and disposed of.

Corridor Expectations

Students are expected to behave in a safe and respectful way on corridors. This includes walking sensibly and acting appropriately at all times. Students must follow the one way system around the building.

Social time arrangements and expectations

Students' social times will be split, YR7&8 and YR9,10 &11. Students are expected to act responsibly and respectfully during these times ensuring they keep their environment clean and tidy. They must ensure they eat in the dining room or hall and tidy their area before they leave.

8. Expectations outside of School

When wearing our uniform, and as a member of our academy, you are an ambassador for Co-op Academy Priesthorpe. 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 Priesthorpe 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 Priesthorpe does everything they can to mitigate the need for consequences and sanctions, we know that pupils do make mistakes. If a pupil’s conduct falls below the expectations laid out in this policy (including expectations inside and outside school) the following consequences would apply (see appendix i for full list of possible consequences):

Detentions

Detentions at Coop Academy Priesthorpe are 30 or 60 minutes in length and take place at the end of the school day. Detentions are issued for incidents which disrupt teaching and/or engagement. Students may move upwards through the detention system if they fail to attend an initial detention, which has been set by a member of staff. Listed below are all the detentions administered by the school. They all take place in the school hall or a designated room.

Late (Morning) – 30 minutes after school detention the same evening

Late (During the day) - 30 minutes after school detention on the same evening

Defiance – 30 minutes after school detention on the same evening

Community Conduct (CC) – 30 minutes after school detention on the same evening

Mobile Phone confiscation - 30 minutes after school detention on the same evening

Uniform - 30 minutes after school detention on the same evening

If students fail to attend or fail any 30-minute detention this will be upscaled to them being placed in a 60 minute detention the following evening and will be collected by their Year Manager. If a student fails to attend their 60 minute detention they will be placed in the Room for Improvement the following day and a phone call home will be made by the Year Manager informing parents/carers of the next steps.

Room for Improvement (RFI)

The Room for Improvement (RFI) is used when students do not follow Priesthorpe Pathways or our expectations (Ready, Respectful, Safe). Students will be placed in the RFI for repeated failure to meet expectations. They will complete appropriate work when here. This will be from 8.30am (Monday/Wednesday/Friday) or 9am (Tuesday/Thursday) till 4.15pm each day.

Alternative to Suspension (ATS)

Following the most serious of incidents, we will consider an ATS. If a student is issued with an ATS, appropriate work will always be provided and a restorative meeting will follow upon their return to school.

At each level of this list of sanctions, support is provided to help the pupil make more positive choices in the future. See section 10 for interventions offered to pupils to maintain excellent behaviour.

10. Further Intervention and Support

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 pupil may be referred to the school’s support teams who may consider the following interventions.

• Coaching Report
• Year Manager Report
• Behaviour and progress meeting with Head of Year and / or Key Stage Leader
• Pastoral Support Programme
• Break time and lunchtime isolation (Inappropriate behaviour at unstructured time)
• Room for Improvement – allocated time matched to regularity of class referrals or nature / severity of offending behaviour
• Support from the SENDCO
• Access to the Student Services to correct any issues around uniform (no consequence if utilised)
• Amended timetable
• Referral to Core and/or multi-agency group
• EHCP application
• Referral to West AIP preventative place
• Referral to alternative activities
• Temporary placement at another school
• Managed Move to another school
• Referral to in-school counsellors
• Careers interviews
• Extra curricular clubs
• Referral to outside agencies
• Referral to in-house alternative provision ‘Bridge’ unit
• Referral to external alternative provision
• Suspension
• Permanent Exclusion

(see the graduated response approach in appendix for further support)

The school 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.

Where a pupil may be struggling to meet the expectations laid out in this policy, due to a special educational need or disability, reasonable adjustments will be put in place, in consultation with the SENDCO. An example of a reasonable adjustment could be a 5 minute early pass to avoid crowds in corridors; a temporary or long term adjustment to the uniform policy; a library pass to be able to avoid crowds during break / lunch time or a time out pass to support regulation in the classroom.

Please refer to our SEND policy for more information.

11. Child on Child Abuse

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

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

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

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

Co-op Priesthorpe Anti Bullying Policy.

Co-op Priesthorpe Child Protection Policy.

Keeping Children Safe in Education

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 Principal and is always carefully considered. Where there is not definitive evidence, the Principal 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 Room for Improvement  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 Principal 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 Principal 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 Principal. All authorised staff will be up to date with screening and searching procedures as laid out in government guidance .  When conducting searches, the Principal 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. Principals 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 - Never Seen, Never Heard, Never On

• Co-op Academy Priesthorpe is a mobile phone-free environment
• 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 or on 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 Priesthorpe 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 Priesthorpe behaviour 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, Principal’s office, and safeguarding meeting spaces are designated strict wearable-free zones for all staff, pupils, parents, and visitors to prevent unauthorised covert recordings.

Appendix i

Co-op Academy Priesthorpe Consequences Tariff

Purpose

We have high expectations of all of our pupils and are committed to creating a safe environment.  When a pupil fails to meet our expectations, it is important that this be corrected so as not to affect other pupils / staff.  This may involve a same day detention or a more severe consequence.  Possible sanctions are outlined below.  Professional judgement is always used on a case-by-case basis.

• A pupil will sit in Room for Improvement  from 8.30am (Mon/Wed/Fri) or 9am (Tues/Thurs) to 4.15pm when they are in Room for Improvement
• Non-permitted items carry a consequence and will also be confiscated and if appropriate disposed of.
• Incorrect uniform will be rectified in the first instance but carries a consequence if refuse to rectify

The decision to put a pupil in Room for Improvement will be taken by the Academy Leadership Team / HOYS and could include anything which is deemed to be severe enough – including unkindness to others or persistent behaviour which goes against our Co-op Ways of Being or Ready, Respectful, Safe.  The decision to issue a suspension is taken by the Principal where behaviour is deemed severe.  pupils may be excluded if they demonstrate persistent poor behaviour or if they jeopardise the safety and security of any member of the academy.

The academy may also use the following consequences:

• Limiting pupil access to extra - curricular activities
• Removal of IT rights (e.g. email and internet academy access)
• Corrective conversations for up to 10 minutes after school without informing parents
• Removal of unstructured time e.g. break time
• Directing the pupil to an alternative provision / Offsite Direction / managed move
• Extended detentions

Where pupil behaviour is persistent, we will look to work with families and the pupil to put support in place in the form of a pastoral support plan (PSP), a positive behaviour support plan and other individualised strategies to help the pupil get back on track.

Appendix ii

Rewards

HOUSE POINTS SYSTEM

Our rewards system is designed to promote a culture of positivity, effort, and achievement across the school. As students demonstrate positive behaviour, excellent work ethic, and community-minded actions, they will earn House Points recorded via Arbor. These points build towards recognition milestones and are celebrated through badges, letters, and special awards presented in half-termly Rewards Assemblies.

2. ATTENDANCE REWARDS

Nationally, research shows that pupils with attendance below 95% can lose over 9 days of learning each year and students with attendance below 90% are classed as persistently absent, placing them at serious risk of underachievement. At our school, we know that every lesson matters, and every day missed is a lost opportunity to grow, connect and succeed.

That’s why we are committed to celebrating and rewarding great attendance. We want our students to feel recognised and valued for their efforts in showing up, being ready to learn, and contributing to our community.

Our Attendance Rewards System provides fun, motivating, and regular incentives to encourage strong habits and positive routines. Whether it’s a sweet treat on a Friday, a goody bag at the end of the half term, or recognition with a 100% attendance badge there’s always something to aim for.

All attendance rewards are monitored and managed by our Attendance Team, with support from Year Managers and Coaches. Recognition is given weekly, half-termly, termly and annually through a range of personalised and team-based prizes.

3. RECOGNITION & SHOUT-OUTS

At our school, we believe recognition should be regular, meaningful, and inclusive because every student deserves to feel seen and celebrated for doing the right thing. Our Recognition & Celebration System goes beyond house points, shining a spotlight on hard work, kindness, improvement, and consistency across all aspects of school life.

From meeting the Principal as a Student of the Fortnight, to earning a Gold Ticket in a surprise prize draw, or being our weekly Zero Hero for staying behaviour-code free there’s always a chance to be recognised.

Teachers, coaches, support staff, and leaders all contribute to this system, making sure that praise is personal and powerful. Whether it’s a shout-out in class, your name on the coaching board, or a well-deserved goody bag in assembly, we’re building a culture where positive choices are noticed and celebrated.

Rewards Cafe

As part of our commitment to celebrating positive behaviour and consistent effort, we are introducing the Rewards Café a relaxed and uplifting experience designed to recognise students who are making the right choices.

The Rewards Café will take place during an extended break time and offer a warm, welcoming environment. Students invited to the café will enjoy a selection of treats, such as hot chocolate, cakes, and croissants, while socialising. Board games and light activities will also be available to encourage positive peer interaction and a sense of community.

This initiative aims to reinforce our core value of rewarding effort, attitude, and engagement, providing students with a space that feels both celebratory and inclusive. The café will run at regular intervals throughout the term, and students will be selected based on consistent positive conduct, attendance, effort, or staff nominations.

4. HIGHER TIER & ANNUAL REWARDS

While everyday recognition is key to building a positive culture, we also believe in celebrating those who consistently go above and beyond. Our Higher Tier & Annual Rewards are designed to honour students who set the gold standard in behaviour, effort, and attitude throughout the year.

Platinum Tickets are awarded by senior staff and visitors for exceptional acts, those moments of kindness, leadership, or resilience that truly stand out. These are rare and prestigious recognitions, earned only by students who embody our values at the highest level.

At the end of the year, students who have shown outstanding commitment achieving 92%+ attendance and reaching House Leader status are invited on our Annual Rewards Trip, a celebration of their hard work, dedication, and positive choices.

This is our way of saying: excellence matters, and we see you.

Appendix iii

Action and Consequences for Behaviour around School

Appendix iv

Suspension Reintegration Meeting - Co-op Academy Priesthorpe

Suspension Reintegration Meeting - Script:

Appendix v

Classroom Behaviour System

Priesthorpe Pathways

E.g.

C1:

A pupil turns around and talks to the person behind them - after you have told them to be silent as they are getting on with a piece of independent work:

Thank you to everyone for ensuring a really calm and focused learning environment. We all need to ensure we are getting it right. (move over to the pupil who is talking). Hello Hannah, you were turning around and talking when I asked for silence. That means you have a C1. I know you are going to get this right and after this lap I expect you to have completed task 1 when i return. .

Our aim is to enable a positive response. Once we have given our expectation, move away, give take up time and glance back to confirm that they have done as you asked. Carry on teaching warmly and smile or acknowledge their compliance - reinvolve them in the lesson by asking them a question they can answer. For clarity, write the name on the board on your desk.

Warning 2:

(all warnings best given in private - name the behaviour before the consequence. Log C2 on Arbor and on the board as a visual reminder). Continue to be quick and use the 30 second scripted reset (3E’s) , consistent and depersonalised).

Hannah,I have observed you talking to the person behind you and have not yet started after my previous C1 warning. This is now a C2 as you haven’t changed your behaviour. I am expecting that when I return from my next lap you have finished task 1 and are working silently on task 2. I know you are capable of this.

Where possible, for warning 2, try and also put an intervention in place that will help the pupil to achieve your expectations. This could be a seat move or a reset outside the classroom.

e.g. Hannah, to help you really get the most out of this seat so you can truly concentrate - come and sit over here where I will better be able to support you.

C3

If a behaviour continues or a pupil has not followed your instructions and received a C1 and C2 then it is time to remove them from the class so that you can teach and the other pupils can learn.

Hannah, I have given you a C1 and C2.  You are not allowing others to learn in the lesson and so I have no option but to refer you. Please stand outside until a member of staff comes to take you to the C3 Referral Room. Thank you.

Please ensure that you have pressed the Emergency Referral Button on Arbor to alert those on patrol of the removal of a student and they will be escorted to the C3 Referral Room.

It is really important that we know where pupils are at all times. The pupil must not make their own way to Triage. It is also important that when those on patrol escort with work, it is as quick and non-invasive as possible to your lesson. It is not the time for big conversations. Simply gesture or quietly tell the member of staff which pupil you would like to be picked up and they will quietly take them.

Follow up for class teachers after referrals:

• Call home for the pupil to explain what happened and to ask for support (earliest possible time)
• If this is a persistent issue, speak to your subject leader and / or Year Manager to request further support (or support with a parent meeting)

If behaviour is very severe and is dangerous or a safeguarding concern - you need to click on Emergency Alert (Immediate Emergency Support) C4 on Arbor. You do not go through the 3 point plan. High level incidents could be:

• Violence
• Swearing at or threatening a member of staff
• Physical abuse
• Severe verbal abuse

Appendix vi

Posters

Appendix vii

Home Academy Agreement

Appendix viii

Social Inclusion Pathway

Social Inclusion Pathway