Positive Behaviour Policy

Policy details

Date created - April 2024

Date most recently reviewed - November 2024

Responsibility for review: Headteacher

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

12. Permanent Exclusions        11

13. Searching, Screening and Confiscation        13

Appendix i: Sanctions

Appendix ii: Behaviour Ladder

Appendix iii: Privilege of Play

Appendix iv: LA Exclusion Letters         15

1. Policy Statement and Purpose

Our aim is for all pupils (and staff) to attend Co-op Academy Woodslee where behaviour is safe, orderly and conducive to learning. Good behaviour leads to better outcomes for all and is key in closing the achievement gap. School culture will be intentionally created through clear systems and leadership as set out in this policy. We have developed key principles in developing a strong culture of positive behaviour, that are evidence based and common to schools where behaviour is good or better. These are laid out clearly in the EEF Improving Behaviour in Schools research; and visible in Co-op Academy Woodslee. Our ethos is to notice good behaviour and give attention to children making the right choices - awarding children individual Class Dojo points for good effort and attitude and linking to our coloured system policy within classrooms with rewards such as a certificate, weekly assemblies to celebrate up to two children per class, phone calls home and letters of praise.

Our Behaviour Policy Objectives:

1.         To create an ethos of good behaviour in the academy where children are happy, secure and safe, reflecting our commitment to the Co-op Ways of Being.

2.         To ensure that all are treated fairly, shown respect and to promote positive relationships.

3.        To help children lead disciplined lives and to understand that good citizenship is based upon good behaviour.

4.         To build a school community which values kindness, care, good humour, good temper, respect, honesty,  integrity and empathy for others.

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

In addition to this guidance, Co-op Academies recognises that although schools serve local communities and therefore design their behaviour and culture around their context, there are fundamental principles behind great school culture. These have been laid out here in our Behaviour Principles - and underpin the spirit and content of this policy.

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.

Our Pupil Behaviours help us define and explore each ‘Ways of Being’. The four Ways of Being Co-op guide our future – no matter what we do, they’re how we do it. They are:

Our 3 school rules underpin all of the Co-op Ways of Being, it is our culture and ethos that underpin positive behaviour within our academy:

We Choose: Taking ownership of our actions and making positive choices in all situations.

We Care: Treating others, our environment, and ourselves with kindness and consideration.

We Learn: Persevering through difficulties, learning from experiences, and always striving to improve.

3. Rights and Responsibilities

The Academy Governing Body:

The academy governing body is responsible for monitoring this behaviour policy’s effectiveness and holding the Head of School 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, including proper use of restraint, as part of their induction process. Behaviour management will also form part of continuing professional development at least on a termly basis.

Restorative Practices

4.1. Being ‘Restorative’ focuses on building positive relationships based on respect and fairness. In turn, this creates a community that is supportive, accountable and respectful. We believe that every individual is responsible for their own behaviour. The restorative framework is based upon ‘knowing the effect that I have on others’.

4.2. Making changes to the way we approach incidents and issues provides children, and others, with the opportunity to think about how they relate to each other and how they can find positive ways of repairing harm caused, rather than punishing poor behaviour or avoiding individuals taking responsibility for their actions. Children and adults put things right together. Staff are trained in the key principles of RP; we understand the importance of modelling positive language and behaviour and we take time to develop positive and meaningful relationships with colleagues and pupils.

4.3. When positive relationships are developed and connections are made, individuals are less likely to cause harm to others or choose to damage relationships.

4.4. The key principle when dealing with issues is to give all the people involved a chance to have their say and become actively involved in the process. All members of staff and children know that issues will be dealt with fairly with a ’no blame’ approach. When there have been incidents between two children, key questions are asked to find out what has happened and how the individuals involved can make things right again or repair the harm caused. Our aim is not to ask why  something has happened but to determine what has led up to an issue and resolve it in a positive way. Everyone involved in an incident is taken through a restorative dialogue and is therefore supported in coming to understand the harm that has been caused to all parties.

4.5. Restorative questions are used to give all those involved a voice. The aim is not to come to a definitive conclusion on what has happened, but for each person to have their point of view listened to.

What happened? Drawing out each person’s story one at a time, starting with the person who has caused the harm.

What do you think and feel about that? What each person was thinking and feeling at the time, before and since.

Who has been affected and how? Who has been harmed/affected and how? Older children are encouraged to think about the wider implications of who has been affected e.g. families.

What are the needs of those involved? What those affected need to feel better, move on, repair harm and rebuild relationships.

What do you think needs to happen next to make things right with each other and with the school community? Staff support pupils in this process and ensure the pupils form their own agreement when possible.

4.6. The restorative approach encourages those involved to identify ways in which a relationship can be repaired or how they can move forward. By giving pupils this responsibility, we are supporting them in developing their own strategies for avoiding and resolving conflict. We believe that if pupils reach their own agreement about how to move forward after a conflict, they are more likely to abide by it than if it is suggested by an adult or imposed upon them. By involving the pupils in the design of the agreement, we give them ownership over it and ensure it is helping them to resolve the situation and make amends in their own way.

4.7. All staff working within our school use active listening skills when dealing with a conflict. This enables them to draw out more from those involved. They are:

Encouraging: Can you tell me some more about that?

Summarising: So there seem to be several things bothering you; And earlier you said….

Reflecting: So you…….. (Repeating back last few words)

Checking: So did I hear you say…. Am I right in thinking…..

Empathic: It’s understandable that you are worried / upset about this; sounds tough

Affirmation: Thanks for telling me that; I appreciate you talking about this with me

Clarification: Can you help me understand that more….

P - Playfulness - inject humour where possible to help the child regulate

A - Acceptance - you accept the child and care for them even when they have made a poor choice.  ‘Hunt for the good’ to give some positivity to a negative situation.

C - Curiosity - I wonder…. So did I hear you say…. Am I right in thinking…..  You are investigating why the child is dysregulated.

E - Empathy - Give validation to how a child is feeling but look at ways they could respond in a more positive manner - It’s understandable that you are worried / upset about this; sounds tough

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

5.1. Good discipline is the shared responsibility of all staff. We know that if we expect the children to behave well, the adults in the school must model good behaviour themselves.

We avoid:

• humiliation – it breeds resentment;
• shouting – it diminishes us;
• overreacting – the problem will grow;
• blanket punishment – this is unjust towards the innocent;
• harsh sarcasm- it can be hurtful;
•  threatening children with someone else’s discipline;
•  using an area of the curriculum as a punishment (e.g. extra maths or no P.E.).

5.2.  As part of promoting positive behaviour and providing positive role models, pupils are provided with the opportunities to take on responsibilities within their own class, and across their school. These include:

Prime Minister and Deputy Prime Minister

Membership of the School Parliament;

Playleaders;

Classroom and school wide monitor jobs;

Wellbeing Ministers;

Supporting office admin staff to deliver letters and resources.

5.3. Our pupils and staff are considerate of each other and our surroundings and always behave in a positive way. The rewards for such behaviour are intrinsic and we recognise that feeling good about something you have done is a very significant reward. We reinforce positive behaviour with descriptive praise and recognition through rewards such as:

• Staff congratulating pupils;
• Responsibilities e.g. children chosen for a particular role;
• Awarding stickers and certificates;
• Class Dojo points;
• Star of the Week;
• Postcards home.

5.4. Children know and help set the class rules with our Co-op Values at the heart of them. Co-op Values and our school rules are displayed in our classrooms and around school. Children are encouraged to take responsibility for their own actions and behaviour as well as consider the impact of their actions and behaviour on others. Pupils who follow the Co-op Ways of Being have their actions acknowledged and rewarded. Those who make poor choices need to know that their actions will not be ignored. Consequences of inappropriate choices will be discussed and decided upon with the pupil and the consequence enforced, following the RP approach. (see part 6- Classroom Strategies and Expectations).

6. Classroom Expectations

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

1. We are sensible around school.

2. We come into school with a pass during playtimes and lunchtimes.

3. We always do as an adult asks straight away.

4. We respect people’s property and school property.

5. We respect other people’s games.

6. We always communicate and act respectfully.

7. We keep our hands and feet to ourselves.

8. We work hard and allow others to learn.

We have clear expectations of high standards of behaviour from all our pupils and use a common vocabulary to support our children making good choices.  We need our children to know that education will open doors for them. And that honing and polishing key skills will set them up for a life away from poverty and poor mental health, and will ensure that our high expectations influence our children to try harder, never give up and shoot for the stars!

Consequently our classwork shows all of our efforts and tries to promote the process of trying hard and getting better… Teachers praise the process and not always the end product and use words of encouragement and the plethora of praise strategies on offer to them to help support their self-esteem and self-confidence.

The safety of the children is paramount in all situations. If a child’s behaviour endangers the safety of others, the class teacher stops the activity and prevents the child from taking part for the rest of that session. The class may be inversed (class removed from child displaying poor behaviours) Senior leader support can be called upon at all times via internal phone call or walkie talkie system.

All staff promote positive behaviour management and know to detach a child’s behaviour choices from their personal identity i.e. not saying ‘you are a very hurtful boy/girl’ or ‘you are naughty’ but saying ‘that was a very hurtful choice you made’ or ‘that decision that you made was not a good choice because…’

Strategies:

1.         The school rules We Choose, We Care, We Learn, will be promoted at all times by staff and learners.

2.         All will be taught to treat others well and their behaviour will reflect this.

3.         All staff conduct themselves using skills and knowledge of TRAUMA INFORMED and ATTACHMENT SENSITIVE practice.

4.         Children will be taught to be polite, respectful, well-mannered and well behaved.

5.         The rewards and sanctions policy will be used thoughtfully and consistently by staff to encourage and promote good behaviour.

6.         Each member of staff is held to be responsible for the good behaviour of the children in their care.

7.      SLT will involve parents at an early stage where a learner  is experiencing problems with behaviour.

8.    SLT will involve outside agencies where it is appropriate,  when there is a serious problem with a learner’s behaviour.

9.         In extreme cases a learner’s poor behaviour or failure to respond to help, support and other sanctions may  result in the child being excluded from school by the Executive Headteacher in accordance with the Local Authority, Children’s Service Exclusion and Suspension Guidelines.

 How do we promote expected behaviour?

Children are given clear guidelines of the appropriate behaviour and expectations, and we underpin these by following essential principles:

∙ Praising good behaviour;

∙ Building good relationships;

∙ Developing good home/school links;

∙ Planning for effective classroom and school management;

∙ Involving all staff in the behaviour policy to ensure consistency and clarity.

This is an effective way of promoting positive behaviour, rewarding those pupils who consistently behave appropriately, and is a means of being able to track those pupils who find it harder to meet the school’s expected behaviour code. We believe that it is important to always promote a positive message regarding behaviour management.

Every child starts their day on a positive note with a green card.

If they are still on Green by the end of each session, the child is awarded a Class Dojo point. If, during the day, in lessons, or at break times, a child has to be warned of inappropriate behaviour, or has broken a school rule, then an Amber Warning Card will be issued. The warning gives the child the opportunity to reflect, consider and review their behaviour. If a child is already on a Yellow Warning Card, and they have to be told again of inappropriate behaviour, then there are consequences. An amber card would equate, for example, to 10 minutes off playtime (see table below).

If a child receives a warning, which will take the form of a 1:1 conversation or check-in, they have the opportunity to recover before being given a yellow / amber card. If the behaviour persists, and an amber card is issued, there is still a chance to recover from this within the next session and get ‘back to green’.

If a child has had a particularly bad day, with the issuing of a red card, they can start afresh the following day.

Sometimes, just the idea of moving a child onto a Red Consequence Card is enough to encourage them to behave appropriately. Persistently poor behaviour (see table below) would equate to a red card which would then have a consequence of partial loss of playtime or lunchtime. Further examples of challenging behaviour could result in a temporary/ permanent exclusion. A child who has received three amber cards in a half term would be a cause for concern, and parents would be notified.

The table below gives examples of some kinds of behaviour which are levelled according to ‘severity’.

All behaviours will be tracked on Arbor and this will be assessed by members of the Senior Leadership Team.

Equally, pupils will often display behaviours where they go out of their way to be friendly, welcoming or helpful.

Pupils also have the opportunity to be rewarded for very good behaviour by being awarded a golden envelope, which will then be sent home. These are for children that are displaying behaviours that exceed expectations for that individual child.

Class Differences

The class teacher discusses the school rules with their class. If there are incidents of anti-social behaviour, the class teacher discusses these with the whole class during ‘circle time’ or PSHE lessons.  Co-op Academy Woodslee employs a restorative justice approach which can enable children to think through the impact of his/her actions.

Our academy does not tolerate bullying of any kind. If we discover that an act of bullying or intimidation has taken place, we act immediately to stop any further occurrences of such behaviour.

All members of staff are aware of the regulations regarding the use of force by teachers, as set out in DfEE Circular 10/98, relating to section 550A of the Education Act 1996: The Use of Force to Control or Restrain Pupils . The actions that we take are in line with government guidelines as clarified in DFE document Use of reasonable force (July 2013).

Individual Behaviour Risk Assessment

Where a child is in receipt of a personal positive behaviour plan, all staff will follow the process as detailed within the plan to ensure the child’s needs are met. The personal behaviour plan will be shared with all necessary staff members including lunchtime staff, to ensure a consistent approach.

For high-level vulnerable children with significant behaviour needs, a RAG analysis chart will be completed to ensure consistency in implementing a new strategy and to review its impact over time. These children need above and beyond care and specialist support to get back functioning in the mainstream classroom where possible.

Intervention Hub Key Stage 2

The Intervention Hub has been developed to support pupils' social, emotional and mental health whilst maintaining a focus on academic learning. Pupils enter the Intervention Hub after consultation. It offers intensive, well-structured teaching and support, so that pupils can learn to manage their own behaviour, to build positive relationships with adults and with other pupils and to develop strategies to help them cope with their emotions. Pupils are encouraged to achieve their best. The premise of the Intervention Hub is to reintegrate pupils back into their mainstream classrooms.

Supporting children with challenging behaviour through a nurture group approach

‘Nurture Hub’ (Sensory and Play/Movement regulation)

This room has been developed for those children that still require a play based curriculum.  The Nurture Hub has been developed to help close the gap in Early Years or Key Stage 1 and to focus on Personal, Social and Emotional Development.  

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 Woodslee 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 when the ‘silent stop’ whistle is blown
• 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

Attendance

We know that attending school regularly and on-time positively affects educational outcomes and is a life-skill which impacts on later life jobs.

We work hard to encourage our families to support their children coming to school on time, and we share our school attendance with our families regularly celebrating when we have a full school in.

We know that children who are engaged in school and feel successful here will have a greater influence at home in wanting to attend school on time and if problems and fall-outs and bullying allegations are made, dealing with them swiftly and effectively can really support a child’s attendance.

We commend our children for being on time with good overall attendance but we are mindful that school decisions are ultimately made by parents and carers and therefore a great effort is made not to accost the child when they are late in but address our concerns with their grown-up at home. Feeling awkward entering a classroom late can make a child not want to attend at all and we would prefer our children late - than not at all.

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 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.

Online Behaviour

In our world of online learning and remote activities, it is important that our children know how to behave online and know how to keep themselves and their identity safe, and how to regulate how much time is spent online too - as this can be a cause of poor behaviour in school.

Online Safety Complaints

Complaints of Internet misuse will be dealt with by a senior member of staff. Any complaint about staff misuse must be referred to the Headteacher. Complaints of a child protection nature must be dealt with in accordance with school child protection procedures. Pupils and parents will be informed of the complaints procedure.

Screening and Searching Pupils

We will follow the advice from the Government Searching, Screening and Confiscation.

Power to Use Reasonable Force

We will follow the advice from the Government guidelines on the use of reasonable force in schools. We also have a Positive Handling Policy which outlines when we would physically intervene with a pupil in our school - this is always to care for, protect and safeguard our children.

Staff Behaviour

We will follow the Co-op Academies Trust Colleague Code of Conduct.

Conclusion

Our school is very proud of the behaviour of our pupils. A positive approach to behaviour with a vibrant rewards culture ensures that poor behaviour is rare. We know our pupils very well and our caring approach to education maintains a peaceful and calm atmosphere within the school. Pupils enjoy attending our school and we will continue to provide a safe and purposeful environment, as we strongly believe that this is what our children need and deserve.

Equality Statement

The governors and staff are committed to providing the full range of opportunities for all pupils, regardless of the nine protected characteristics. Our school, curriculum and ethos includes activities appropriate to the age and development of our pupils that will help to prepare them positively for life in Modern Britain and which actively promote the fundamental British Values.

9.  Consequences

Sometimes children forget our aims for good behaviour. They will then be reminded of the school’s expectations.

∙ Children will always be encouraged to make amends with their victim and where appropriate help their victim. They will be encouraged to empathise with other people’s points of view and to consider the consequences of their actions.

∙ Should a pupil regularly be reaching RED status, their parents will be informed. Their behaviour record will be analysed and an appropriate sanction will be applied. This may lead to the pupil having either an in-school exclusion or even a fixed term exclusion. It may be felt appropriate that the pupil may be added to the Special Educational Needs register and be given a Pupil Passport (Individual Learning Plan) which details any additional strategy that may be used to encourage the pupil to conform to the school behaviour code.

∙ Pupils who regularly get Red Cards for not following teachers’ instructions cause a health and safety risk to all. They will be prevented from attending out of school clubs and off-site school visits.

∙ There may be incidents that occur that are so extreme in nature it is felt that these must be referred immediately to the Executive Headteacher or SLT. Each case will be considered carefully and dealt with in a way that is felt fair to the needs of the individuals involved and to the school community. In these cases, fixed term or permanent exclusion may be immediately applied.

Restorative Sanctions

Sanctions are decided by the class teacher based upon the severity of low-level class behaviour. Before a sanction is administered, a scripted and stepped process is followed by each staff member that is based around a calm, consistent and agreed solution – focussed approach.

Restorative Sanctions provide a purposeful opportunity for a child to repair their relationship with the party  that they have let down. For example, if a child has disrupted the learning of a lesson, they may be asked to  sharpen the colouring pencils during their breaktime to offset that lost learning time. Research shows that  the opportunity cost of this inconvenience and this purposeful repair will support the child to take responsibility for their poor choices. This will result in a child’s decision-making improving in the next learning  session.

If behaviour doesn’t improve through this process, then a RESTORATIVE CONVERSATION is facilitated by the class teacher or the Inclusion Manager / SLT. Each RESTORATIVE CONVERSATION centres around teaching the child the skills needed to  improve their behaviour and discusses the impact of the behaviour on themselves and others. The Executive Headteacher and SLT will regard each case based upon the needs of the child (diagnoses,  personal circumstances etc.) and can alter the standard procedure accordingly.

There is also a system of ‘step-out’ for children who need to regulate and momentarily learn in a different space. This is a progressive system that includes: learning in a settled classroom away from peers, learning in ‘the Intervention Hub’ or ‘Nurture Room’, learning in another school (informal fixed term) and formal fixed term exclusions. The ‘Intervention Hub’ can be a comforting place in the school which offers quiet time with the opportunity to be wrapped up or a sensory activity.

The Intervention Hub also has the capacity to engage children who are consistently making poor choices in  proactive behaviour interventions. This front-footed approach can involve hot spotting a pupil’s timetable,  building a secure attachment relationship with them and coaching self-regulation alongside a pupil in their home classroom. Such interventions, from specialist members of staff, prevent behaviour from snowballing and maintain inclusive classroom learning for our most vulnerable children.

Individual Inclusion Plans for Behaviour

There are some children that have specific needs that can affect the way that they behave. We  pride ourselves on the support we provide to these children. Separate Safety Plans and / or Positive Behaviour Plans enable these  children to make the most of their learning time. These plans are implemented and reviewed regularly by both classroom teachers and leaders.

These plans have every child’s needs as a priority and there are procedures in place to minimise  disruption to the learning of everyone. Therefore, any child on a Safety Plan and / or a Positive Behaviour Plan who is  disruptive in class will immediately ‘step out’ and continue their learning in a different space until their  behaviour improves.  

Equity

Every child is expected to follow our behaviour system, but there will be children for whom it is fair and equitable to put 'reasonable adjustments' in place before the next stage of sanction is met. This may be due to special educational needs, medical reasons or developmental trauma. Meetings with the class teacher, SENDCo and parents/carers will be called to discuss appropriate next steps and strategies. Academy staff will work hard to support all children to help them meet the behaviour targets of the school, utilising a number of strategies which may include seeking support and advice from outside agencies, offering alternative, bespoke curriculums and part-time timetables where appropriate; these strategies will be discussed and agreed with all stakeholders. In instances in which it has been decided that a part-time timetable is the most appropriate course of action, the timetable will be reviewed daily in order to assess progression to the next stage, increasing the amount of time within the academy. The aim will be to move to the next stage as quickly as possible as long as the pupil is coping successfully. Sending pupils to alternative provision may also be considered, however, advice and guidance from outside agencies will be sought.

10. Further Intervention and Support

Coop Academy Woodslee 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 Class Dojo points 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 Woodslee is committed to ensuring a climate of safety for all students by challenging inappropriate behaviour between peers. We have a zero tolerance approach of all forms of child on child abuse including (but not limited to):

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

Where there are any reports of child on child abuse, including sexual violence and sexual harassment,  we will follow the guidance set out in Part 5 of Keeping Children Safe in Education 2022. 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 Woodslee Anti Bullying Policy.

Co-op Academy Woodslee Child Protection Policy.

Keeping Children Safe in Education 2022

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. 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.

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 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

Our policy is no mobile phones allowed in school, however if a child brings a phone to school it is to be given to a member of staff immediately for safe keeping.  The child will not be allowed to use the phone during school time.

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).

15. Pupil Comments

Can you describe our Behaviour Policy?

Y3 - when you are on green it means you're alright, gold you got the golden ticket. Amber you have done something wrong and one more chance then you’re on red.

Y3 - So green is your fine, you’ve been good, amber is like a warning, red is not good, you have to go to Mrs Haggett, golden is really good.

Y2 - So if you’re on green you’re very good, when you’re on gold you’re super good, yellow is really bad because you’re close to being on red, and red is super bad and you might miss playtime.

Y4 - If you're on green you’re okay not super good, if you’re on gold you’re super good,if you’re on amber you’ve done something wrong, if you’re on red you’ve made bad choices.

Y1 - When you’re on red you’ve missed your whole playtime and amber you miss a little bit, green you’re good.

Why does it work?

Y3 - It works because it shows you how you should improve your behaviour. If you’re on red you should be nicer.

Y4 - I think it works because people don't want their parents to get called

Are there any ways we could make it better?

Y6 - By trying your best and if it slips a little then you've got to try harder.

How would you describe behaviour at Woodslee?

Y6 - Mostly good but some people need to try harder.

Y4 - Some people don’t make a good choice but the teachers help them and then they do.  We all try to make good choices.

Y2 - It’s good because everyone is nice to me.

Appendices

Appendix A - Coding on Arbor

We use Arbor to record behaviour incidents. 

There are eleven categories of behaviour incident to allocate any records to:

1. Disruption to learning
2. Community conduct
3. Bullying
4. Preparation for learning
5. Disrespect to adults
6. Disrespect to children
7. Abusive behaviour (protected characteristics)
8. Fighting, physically aggressive or threatening violence
9. Banned items
10. Dishonesty
11. Truancy

These categories will be reported at Trust levels for purposes of trend and outcomes analysis.

Within each category, there are sub-categories to guide staff in recording accurately:

Appendix i

Why a child may lose part of their lunchtime:

Unkind behaviour such as: hurting other people verbally or physically; not looking after other people’s belongings, name-calling, telling hurtful lies;

Disruptive behaviour such as: talking when they should be listening; interrupting; not settling to work; distracting others; tapping, fidgeting, swinging on chair;

Online cyber bullying (to consult on);

Unsafe behaviour such as: not walking around school sensibly; using equipment in the wrong way; play fighting.

Why a child may lose all of their lunchtime:

More serious unkind behaviour such as: deliberately hurting other people verbally or physically; bullying; stealing; destroying other people’s belongings;

More serious disruptive behaviour such as: continually preventing others to be able to get on with their work during lessons or their games during playtime; refusing to follow and instruction given by an adult;

More serious unsafe behaviour such as: fighting; refusing to do what a member of staff has asked; leaving the classroom or playground without permission.

Why a child may be removed from their class:

Severe unkind behaviour such as: physical assault; verbal abuse; on-going bullying;

Severe disruptive behaviour such as: total refusal to do what a member of staff has asked;

Severe unsafe behaviour such as: leaving the school without permission; a need to remove pupil or other pupils from a specific area in school in order to maintain the safety of all.

Why a child may receive an exclusion (fixed term or permanent):

A serious breach or persistent breaches of Behaviour Policy;

Serious harm to education and welfare of pupils or others;

Serious or threatened violence against another pupil or member of staff;

Possession of or supplying an illegal drug;

Carrying an offensive weapon;

Use or threatened use of an offensive weapon;

If allowing the pupil to remain in school would seriously harm the education or welfare of others.

Behaviour outside of school that brings the school’s reputation into disrepute

Appendix ii - Behaviour Ladder Sanctions

The school promotes positive behaviours and rewards, however if children display negative and inappropriate behaviours there is a behaviour ladder that has clear steps and gives children the opportunity to take responsibility to change their behaviours.

The consequences ladder is shared with all staff and children. The steps are colour coded in terms of seriousness; the first three steps are low level then become more serious.

Card system

Yellow - Warning card - lasts until the end of the lesson.

Orange - If the warning is ignored or there are any further behaviour issues an orange card will be issued

Red - report card - for significant behaviour issues - last for 1 week. Parents will be notified,

Appendix iii - Privilege of Play

Our Woodslee play strategy provides a diverse range of drop-in clubs such as Forest School, sports and a creative space to read and draw.  The following steps will ensure play remains a privilege for all:

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Appendix iv - LA Exclusion Letters

LA Exclusion Letters

Model letter 1

From the head teacher (or Principal of an Academy) notifying a parent of a suspension (previously known as a fixed period exclusion) of 5 school days or fewer in one term, and where a public examination is not missed.

Dear (Parent’s name)

I am writing to inform you of my decision to suspend (Child’s Name) for (specify period). This means that he/she will not be allowed in school for this period. The suspension begins/began on (date) and ends on (date).

I realise that this suspension may well be upsetting for you and your family, but the decision to suspend (Child’s Name) has not been taken lightly. (Child’s Name) has been suspended for this period because (reason for suspension).

(For pupils of compulsory school age)

You are responsible and have a duty to ensure that your child is not present in a public place during the school hours of this suspension (specify dates) without reasonable justification. If you fail this duty without reasonable justification, you are committing an offence and you may be prosecuted or receive a fixed penalty notice (fine).

We will set work for (Child’s Name) to be completed on the days specified above. (Detail the arrangements for this). Please ensure that work set by the school is completed by (child’s name) and returned to us promptly for marking.

You have the right to make representations about this decision to the governing board. If you wish to make representations, please contact (Name of Contact) on/at (Provide contact details – address, phone number, email) as soon as possible.

The governing board must consider any representations you wish to make but if you choose not to, the governing board can consider reinstatement on their own.

You should also be aware that if you think the suspension relates to a disability your child has, and you think disability discrimination has occurred, you have the right to appeal, and/or make a claim, to the First-tier Tribunal (Special Educational Needs and Disability) ( https://www.gov.uk/courts-tribunals/first-tier-tribunal-special-educational-needs-and-disability) or in the case of other forms of discrimination to the County Court.

(This note relates to the paragraph below and applies to all suspensions of primary-aged pupils and may also be used for suspensions of up to 5 days for secondary aged pupils if the Headteacher chooses to hold a reintegration interview.)

You (and pupil’s name) are invited to attend a reintegration interview with me (alternatively, specify the name of another staff member) at (place) on (date) at (time). If that is not convenient, please contact the school (within the next ten days) to arrange a suitable alternative date and time. The purpose of the reintegration interview is to discuss how best your child’s return to school can be managed.  Failure to attend a reintegration interview will be a factor taken into account by a magistrates’ court if, on future application, they consider whether to impose a parenting order on you.

(Maintained schools) You have a right to access a copy of your child’s educational records. Due to confidentiality restrictions, you must notify me in writing if you wish to be supplied with a copy. There may be a charge for photocopying.

You should receive a response to your written request within 15 school days.

(For academies) – Please provide details to the parent explaining your school’s policy in relation to any request made by them for access to their child’s educational school record.  

Pupils (attending any type of school) have a right of access under the Data Protection Act to their own information through a ‘subject access request’. Requests should be put in writing to the school however in some instances requests may be denied (e.g., due to child’s mental capacity and maturity or risk of harm).

A response to a written request should be received within 15 school days.

You may wish to contact Moira Bridge Wirral Local Authority for exclusion advice on telephone number 0151 666 4248.

You may find it useful to read the statutory guidance on Suspension & permanent exclusion which you will find on https://www.gov.uk/government/publications/school-exclusion

You may also find it useful to contact:

·           Coram’s Child Law Advice service https://childlawadvice.org.uk/information-pages/school-exclusion/  or tel number on 03003305485 from Monday-Friday, 10.00am – 4.00pm

·       Advisory Centre for Education (ACE) (http://www.ace-ed.org.uk/) or their advice line service on 0300 0115 142 on Monday to Wednesday from 10.00 am to 1 pm during term time.

·       Independent Provider of Specialist Education Advice (known as IPSEA – (www.ipsea.org.uk) is a registered charity. It offers free and independent information, advice and support to help get the right education for children and young people with all kinds of special educational needs (SEN) and disabilities.

·       SEN Information Advice & Support Services Network (formerly known as the local Parent Partnership):  www.wired.me.uk. Telephone number 0151 522 7990.  

·           https://www.gov.uk/government/publications/school-exclusions-guide-for-parents

(Child’s Name)’s suspension expires on (date) and we expect (Child’s Name) to be back in school on (date) at (time).

Yours sincerely

(Name)

Headteacher/Principal

Model letter 2

From the Head teacher (or Principal of an Academy) notifying a parent of a pupil’s suspension (previously known as a fixed period exclusion) of more than 5 school days (up to and including 15 school days) in a term.

Dear (Parent’s name)

I am writing to inform you of my decision to suspend (Child’s Name) for a  period of (specify period). This means that (Child’s Name) will not be allowed in school for this period. The suspension start date is (date) and the end date is (date). Your child should return to school on (date).

I realise that this suspension may well be upsetting for you and your family, but my decision to suspend (Child’s Name) has not been taken lightly. (Child’s Name) has been suspended for this period because (specify reasons for suspension).

(For pupils of compulsory school age)

You are responsible and have a duty to ensure that your child is not present in a public place during the first five school days of this suspension (specify dates) without reasonable justification. If you fail this duty, you commit an offence and may be prosecuted or receive a fixed-penalty notice (fine). We will set work for (child’s name) to be completed on the days specified above (Detail the arrangements for this).

Please ensure that work set by the school is completed by (child’s name) and returned to us promptly for marking.

From the 6th school day of (child’s name) suspension (specify date) until the expiry of this suspension we – (set out the arrangements if known at time of writing, if not known state that the arrangements will be notified shortly by a further letter.) will provide suitable full-time education. On (date) he/she should attend (give name, contact number and address of the alternative provider if not the home school) at (specify the time – this may not be identical to the start time of the home school) and report to (staff member’s name). (If applicable – say something about transport arrangements from home to the alternative provider. If not known, say that the arrangements for suitable full -time education will be notified by a further letter).

Note to headteacher: Where the child receives consecutive suspensions, these are regarded as a cumulative period of suspension. This means if a child has more than five consecutive school days of suspension, then education must be arranged for the sixth school day of suspension, regardless of whether this is because of one decision to suspend the child for the full period or multiple decisions to suspend the child for several periods in a row.

You have the right to request a meeting of the school governing board’s disciplinary committee to whom you may make representations. As the period of this suspension is more than 5 school days but less than 16 school days in a term, the disciplinary committee must meet if you request it to do so. The latest date by which the disciplinary committee must meet is (specify date – no later than the 50th school day after the date on which the disciplinary committee received notice of this suspension). If you do wish to make representations to the governing board’s disciplinary committee and wish to be accompanied by a friend and/or representative, please contact (Name of Contact) on/at (provide contact details – address, phone number, email), as soon as possible. Please advise if you have a disability or special needs which would affect your ability to attend or take part in a meeting at the school. Also, please inform (contact) if it would be helpful for you to have an interpreter present at the meeting.

Note to Headteacher: Remote meetings can now be held where the parent has requested the meeting to be remote or where there is an exceptional or unforeseen circumstance which results in it not being reasonably practical to hold the meeting in person. Please refer to Annexa A (page 76) of DfE Statutory Guidance September 2023 for further information.

.        

You should also be aware that if you think the suspension relates to a disability your child has, and you think disability discrimination has occurred, you have the right to appeal, and/or make a claim, to the First-tier Tribunal (Special Educational Needs and Disability) (https://www.gov.uk/courts-tribunals/first-tier-tribunal-special-educational-needs-and-disability) or in the case of other forms of discrimination to the County Court.

Making a claim would not affect your right to make representations to the disciplinary committee. (Not mandatory for suspensions of five days or fewer of secondary aged pupils)

You and (child’s name) are invited to attend a reintegration interview with me (alternatively, specify the name of another staff member) at (place) on (date) at (time). If that is not convenient, please contact the school before your child is due to return to arrange a suitable alternative date and time. The purpose of the reintegration interview is to discuss how best your child’s return to school can be managed. Failure to attend a reintegration interview will be a factor taken into account by a Magistrates Court if, on future application, they consider whether to impose a parenting order on you.

(Maintained schools). You have a right to access a copy of your child’s educational record. Due to confidentiality restrictions, you must notify me in writing if you wish to be supplied with a copy. There may be a charge for photocopying.

You should receive a response to your written request within 15 school days.

Note: (Academies – Please provide details to the parent explaining your school’s policy in relation to any request made by them for access to their child’s educational school record).

Pupils attending any type of school have a right of access under the General Data Protection Regulations (GDPR) to request their own information through a ‘subject access request’. Requests should be put in writing to the school however in some instances, requests may be denied (e.g., child’s mental capacity or maturity or risk of harm).

A response to the written request should be received within 15 school days.

You may wish to contact Moira Bridge Wirral Local Authority for exclusion advice on telephone number 0151 666 4248.

You may find it useful to read the statutory guidance on exclusions which you will find on https://www.gov.uk/government/publications/school-exclusion

You may also find it useful to contact:

• Coram Child Law Advice service: https://childlawadvice.org.uk/information-pages/school-exclusion/  Telephone number 0300 330 5485 Monday – Friday, 10am-4pm.

• ACE education http://www.ace-ed.org.uk/ Telephone number 0300 0115 142 (Monday to Wednesday from 10am to 1 pm during term time).

• Independent Provider of Special Education Advice (known as IPSEA-www.ipsea.org.uk) is a registered charity. It offers free and independent information, advice and support to help get the right education for children and young people with all kinds of special educational needs (SEN) and disabilities.

• SEN Information Advice & Support Services (formerly known as parent partnership) Email contact@wired.me.uk or via telephone number 0151 522 7990

§  https://www.gov.uk/government/publications/school-exclusions-guide-for-parents

Child’s Name)’s suspension expires on (date) and we expect (Child’s Name) to be back in school on (date) at (time).

Yours sincerely,

Head teacher/ Principal

Model letter 3

From the headteacher (or principal of an academy) notifying a parent of a suspension (previously known as a fixed period exclusion) of more than 15 school days in total in one term.

Dear (Parent’s name)

I am writing to inform you of my decision to suspend (Child’s Name) for a  period of (specify period). This means that (Child’s Name) will not be allowed in school for this period. The suspension begins/began on (date) and ends on (date).

I realise that this suspension may well be upsetting for you and your family, but the decision to suspend (Child’s Name) has not been taken lightly. (Child’s Name) has been suspended for this period because (reason for suspension).

(For pupils of compulsory school age)

You are responsible and have a duty to ensure that your child is not present in a public place during school hours for the first five school days (or specify dates) of this suspension, without reasonable justification. If you fail this duty   you commit an offence and may be prosecuted or receive a fixed penalty notice (fine).

We will set work for (Child’s Name) during the (first five school days or specify dates) of his/her suspension (specify the arrangements for this). Please ensure that work set by the school is completed by (child’s name) and returned to us promptly for marking.

From the 6th school day of (child’s name) suspension (specify date) until the expiry of this suspension we (set out the arrangements if known at the time of writing, if not known say that the arrangements will be notified shortly by a further letter) will provide suitable full-time education.

(Set out the arrangements if known at the time of writing, e.g. On (date) he/she should attend (give name and address of the alternative provider if not the home school) at (specify the time – this may not be identical to the start time of the home school) and report to (staff member’s name). (If applicable – say something about transport arrangements from home to the alternative provider) (if not known say that the arrangements for suitable full -time education will be notified shortly by a further letter).

(Note to headteacher: Where a child receives consecutive suspensions, these are regarded as a cumulative period of suspension. This means if a child has more than five consecutive school days of suspension, then education must be arranged for the sixth school day of suspension, regardless of whether this is because of one decision to suspend the child for the full period or multiple decisions to suspend the child for several periods in a row.

As the length of the suspension is more than 15 school days in total in one term the Governing Board must meet to consider the suspension. At the review meeting you may make representations to the Governing Board if you wish. The latest date on which the Governing Board can meet is (date here – no later than 15 school days from the date the Governing Board received the suspension notice) If you wish to make representations to the Governing Board and wish to be accompanied by a friend and/or representative please contact [Name of Contact] on/at [contact details – address, phone number, email], as soon as possible.

Note to Headteacher: Remote meetings can now be held where the parent has requested the meeting to be remote or where there is an exceptional or unforeseen circumstance which results in it not being reasonably practical to hold the meeting in person. Please refer to Annexa A (page 76) of DfE Statutory Guidance September 2023 for further information.

You will, whether you choose to make representations or not, be notified by the Clerk to the Governing Board of the time, date and location of the meeting. Please advise if you have a disability or special needs which would affect your ability to attend or take part in a meeting at the school. Also, please inform (contact) if it would be helpful for you to have an interpreter present at the meeting.

You should also be aware that if you think the suspension relates to a disability your child has, and you think disability discrimination has occurred, you have the right to appeal, and/or make a claim, to the First tier-Tribunal (Special Educational Needs and Disability) (https://www.gov.uk/courts-tribunals/first-tier-tribunal-special-educational-needs-and-disability) or in the case of other forms of discrimination to the County Court.

Making a claim would not affect your right to make representations to the Governing Board.

(Mandatory for all suspensions of primary-aged pupils and those of more than 5 days of secondary aged pupils)

You and (child’s name) are invited to attend a reintegration interview with me (alternatively, specify the name of another staff member) at (place) on (date) at (time). If that is not convenient, please contact the school before (child’s name) is due to return to arrange a suitable alternative date and time. The purpose of the reintegration interview is to discuss how best (child’s name) return to school can be managed. Failure to attend a reintegration interview will be a factor taken into account by a magistrates’ court if, on future application, they consider whether to impose a parenting order on you.

(Maintained schools). You also have the right to access a copy of [Child’s Name) educational school record. Due to confidentiality restrictions, you will need to notify me in writing if you wish to be supplied with a copy.

There may be a charge for photocopying, and you should receive a response to your written request within 15 school days.

(Academies): Please provide details to parent/carer explaining your school’s policy in relation to requests for access to their child’s educational school record.

Pupils attending any type of school have a right of access under the General Data Protection Regulations (GDPR) to request their own information through a ‘subject access request’. Requests should be put in writing to the school however, in some instances requests may be denied.

You may wish to contact Moira Bridge Wirral Local Authority for exclusion advice on telephone 0151 666 4248.

You may find it useful to read the statutory guidance on exclusions

https://www.gov.uk/government/publications/school-exclusion

 You may also find it useful to contact:

·       Coram Child Law Advice service: https://childlawadvice.org.uk/information-pages/school-exclusion/  Telephone number 0300 330 5485 Monday- Friday, 10am to 4pm.

·       ACE education http://www.ace-ed.org.uk/ Telephone number 0300 0115 142 (Monday - Wednesday from 10am to 1 pm during term time).

·           Independent Provider of Special Education Advice (known as IPSEA-www.ipsea.org.uk) is a registered charity. It offers free and independent information, advice and support to help get the right education for children and young people with all kinds of special educational needs (SEN) and disabilities.

·           SEN Information Advice & Support Services (formerly known as parent partnership) Email contact@wired.me.uk or via telephone number 0151 522 7990

·           https://www.gov.uk/government/publications/school-exclusions-guide-for-parents

(Name of Child)’s suspension expires on (date) and we expect [Name of Child] to be back in school on [date] at [time].

Yours sincerely

[Name]Headteacher/Principal

Model letter 4

From the headteacher of a primary, secondary or special school (or principal of an academy) notifying the parent(s) of that pupil’s permanent exclusion.

Dear [Parent’s name]

I regret to inform you of my decision to permanently exclude [Child’s Name] with effect from [date].

This means that [Child’s Name] will not be allowed in this school unless he/she is reinstated by the Governing Board.

I realise that this exclusion may well be upsetting for you and your family, but the decision to permanently exclude [Child’s Name] has not been taken lightly. [Child’s Name] has been excluded because [reasons for the exclusion – include any other relevant previous history].

[For pupils of compulsory school age]

You are responsible and have a duty to ensure that your child is not present in a public place in school hours during the first 5 school days of this exclusion, i.e., on [specify the precise dates] unless there is reasonable justification. If you fail this duty, you commit an offence and could be prosecuted or receive a fixed- penalty notice (fine) if your child is present in a public place during school hours on those dates. It will be for you to show reasonable justification.

Alternative arrangements for [Child’s Name]’s education will continue to be made. For the first five school days of the exclusion, we will set work for [Child’s Name] and would ask you to ensure this work is completed and returned promptly to school for marking. [This may be different if supervised education is being provided earlier than the sixth day]. From the sixth school day of the exclusion onwards – i.e., from [specify the date] the local authority [give the name of the authority] will provide suitable full-time education. [Set out the arrangements if known at time of writing, if not known say that the arrangements will be notified shortly by a further letter.]

(Where pupil lives in a local authority other than the excluding school’s local authority) I have also today informed (name of officer) at (name of local authority) of your child’s exclusion and they will be in touch with you about arrangements for (his/her) education from the sixth school day of exclusion. You can contact them at (give contact details).

As this is a permanent exclusion the Governing Board must meet to consider it. At the review meeting you may make representations to the Governing Board if you wish and ask them to reinstate your child in school. The Governing Board has the power to reinstate your child immediately or from a specified date, or, alternatively, they have the power to uphold the exclusion in which case you may appeal against their decision to an Independent Review Panel. The latest date by which the Governing Board must meet is (specify the date – the 15th school day after the date on which the Governing Board was notified of the exclusion). If you wish to make representations to the Governing Board and wish to be accompanied by a friend and/or representative please contact (Name of Contact) on/at (contact details – address, phone number, email), as soon as possible. You will, whether you choose to make representations or not, be notified by the Clerk to the Governing Board of the time, date and location of the meeting. Please let us know if you have a disability or special needs which would affect your ability to attend the meeting. Also, please inform (contact) if it would be helpful for you to have an interpreter present at the meeting.

If you think this exclusion relates to a disability your child has, and you think discrimination has occurred, you may raise the issue with the Governing Board.

Note to Headteacher: Remote meetings can now be held where the parent has requested the meeting to be remote or where there is an exceptional or unforeseen circumstance which results in it not being reasonably practical to hold the meeting in person. Please refer to Annexa A (page 76) of DfE Statutory Guidance September 2023 for further information.

If you appeal against the Governing Board’s decision to an Independent Review Panel, the Independent Review Panel does not have the power to reinstate your child.  However, they can ask, or in some cases direct the Governing Board to reconsider their decision. If the Independent Review Panel directs the Governing Board to reconsider their decision and your child is not reinstated within ten school days, it has the power to order that a readjustment of £4,000 to the school’s budget be made.

You should also be aware that if you believe that there has been unlawful discrimination in relation to the permanent exclusion, then you may wish to make a claim under the Equality Act 2010 to the First-tier Tribunal (Special Educational Needs and Disability) in the case of disability discrimination, or the County Court, in the case of other forms of discrimination. Claims of discrimination under the Equality Act 2010 must be lodged within 6 months of

the date on which the discrimination is alleged to have taken place (e.g., the date on which the pupil was permanently excluded). https://www.gov.uk/courts-tribunals/first-tier-tribunal-special-educational-needs-and-disability Making a claim would not affect your right to make representations to the Governing Body/Board of Directors.

(Mainstream Schools) You have the right to access a copy of your child’s educational school record. Due to confidentiality restrictions, you must notify me in writing if you wish to be supplied with a copy. There may be a charge for photocopying.

You should receive a response to your written request within 15 school days.

Note: (Academies)- Please provide details to the parent explaining your school’s policy in relation to any request made by them for access to their child’s educational school record.

Pupils attending any type of school have a right of access under the General Data Protection Regulations (GDPR) to request their own information through a ‘subject access request’. Requests should be put in writing to the school however in some instances, requests may be denied (e.g., child’s mental capacity or maturity or risk of harm)

A response to the written request should be received within 15 school days.

You may wish to contact Moira Bridge Wirral Local Authority for exclusion advice on telephone number 0151 666 4248.

You may find it useful to read the statutory guidance on exclusions which you will find on link (https://www.gov.uk/government/publications/school-exclusion).

 You may also find it useful to contact:

·       Coram Child Law Advice service: https://childlawadvice.org.uk/information-pages/school-exclusion/  Telephone number 0300 330 5485 Monday- Friday, 10am-4pm.

·       ACE education http://www.ace-ed.org.uk/ Telephone number 0300 0115 142 (Monday - Wednesday from 10am to 1 pm during term time).

·           Independent Provider of Special Education Advice (known as IPSEA)- www.ipsea.org.uk is a registered charity. It offers free and independent information, advice and support to help get the right education for children and young people with all kinds of special educational needs (SEN) and disabilities.

·           SEN Information Advice & Support Services (formerly known as parent partnership) Email contact@wired.me.uk or via telephone number 0151 522 7990.

·       https://www.gov.uk/government/publications/school-exclusions-                                          guide-for-parents

Yours sincerely

(Name)

Headteacher or (principal in case of an Academy)

Model letter 5

From the Clerk to the Governing Board to parent upholding a permanent exclusion.

Dear (Parent’s name)

The meeting of the Governing Board at (school) on (date) considered the decision by the (head teacher/principal) to permanently exclude your son/daughter (name of pupil). The Governing Board, after carefully considering the representations made and all the available evidence, has decided not to reinstate (name of pupil) and uphold the exclusion.

The reasons for the Governing Board’s decision are as follows: (give the reasons in as much detail as possible, explaining how they were arrived at).

You have the right for the decision to be reviewed by an Independent Review Panel. If you wish for the decision to be reviewed, please notify (name of the clerk to the Independent Review Panel & provide contact details) of your wish for a review. You must set out the reasons in writing, and if appropriate may also include reference to any disability discrimination claim you may wish to make.

The Independent Review Panel can make one of three decisions: they may

• Uphold the exclusion decision.
• Recommend that the Governing Board reconsiders reinstatement.
• Quash the decision and direct that the Governing Board reconsiders reinstatement.

The Independent Review Panel does not have the power to reinstate your child. However, if the panel directs the Governing Board to reconsider their decision and your child is not reinstated within 10 school days it has the power to order that a readjustment of £4,000 is made to the school’s budget.

Note to Clerk to Govs: Remote meetings can now be held where the parent has requested the meeting to be remote or where there is an exceptional or unforeseen circumstance which results in it not being reasonably practical to hold the meeting in person. Please refer to Annexa A (page 76) of DfE Statutory Guidance September 2023 for further information.

If you feel that your child has a special educational need, you have a right to request that the Local Authority/Academy Trust appoints a SEN expert to attend the review. The role of the SEN expert will be to provide impartial specialist advice to the panel on how special educational needs might be relevant to the exclusion. The SEN expert will base their advice on the evidence provided by the panel. Their role will not include making an assessment of your child’s special educational needs.

The SEN expert’s advice will focus on whether the school’s policies, which relate to SEN, or the application of these policies, in relation to your child, were lawful, reasonable and procedurally fair. If the SEN expert believes that this was not the case, they should, where possible, advise the panel on the possible contribution that this could have made to the circumstances of your child’s exclusion.

Where the school does not recognise your child as having SEN, the SEN expert should advise the panel on whether they believe the school acted in a legal, reasonable and procedurally fair way when identifying any special

educational need that your child may potentially have.

If you wish for a SEN Expert to be appointed, you must make this clear in your application for a review. There is no cost to parents for this appointment and you may wish to bring a friend or, at your own expense, appoint someone to represent you at the review.

The notice of your request for an Independent Review Panel should be sent to:-(If using Wirral Council’s Clerk to IRP but if not, please provide details)

The Clerk to the Independent Review Panel schoolappeals@wirral.gov.uk

by no later than (specify the latest date – the 15th school day after receipt of this letter). If you have not lodged a request by (repeat latest date), you will lose your right for the decision to be reviewed by an Independent Review Panel. Please advise if you have a disability or special needs which would affect your ability to attend the hearing. Also, please inform (name of the clerk to the Independent Review Panel) if it would be helpful for you to have an interpreter present at the hearing.

The Independent Review Panel can also hear disability discrimination

claims.

 A panel of at least three members will comprise of:

·       One serving, or recently retired (within the last five years), head teacher,

·       One serving, or recently serving, experienced governor/management committee members.

·           One lay member who will be the Chairman.

(Use the following if there is a possibility that a five-member panel may sit:

A five-member panel will comprise two serving, or recently retired,

(within the last 5 years), head teachers, two serving, or recently serving, experienced governors/management committee members and one lay member who will be the Chairman).

The Independent Review panel will rehear all the facts of the case – if you have fresh evidence to present to the panel you may do so. The panel must meet within 15 school days of notice being given to you by the Governing Board of its decision not to reinstate your child. In exceptional circumstances panels may adjourn the hearing until a later date.

I would like to advise you of the following sources of advice:

You may find it useful to read the statutory guidance on exclusions which you will find on https://www.gov.uk/government/publications/school-exclusion

You may also find it useful to contact:

·       Coram Child Law Advice service: https://childlawadvice.org.uk/information-pages/school-exclusion/  Telephone number 0300 330 5485 Monday- Friday, 10am-4pm.

·       ACE education http://www.ace-ed.org.uk/ Telephone number 0300 0115 142 (Monday - Wednesday from 10am to 1 pm during term time).

·           Independent Provider of Special Education Advice (known as IPSEA)- www.ipsea.org.uk is a registered charity. It offers free and independent information, advice and support to help get the right education for children and young people with all kinds of special educational needs (SEN) and disabilities.

·       SEN Information Advice & Support Services (formerly known as parent partnership) Email contact@wired.me.uk or via telephone number 0151 522 7990.

·       https://www.gov.uk/government/publications/school-exclusions-                                          guide-for-parents

In addition to the right to apply for an Independent Review Panel, you should also be aware that if you believe that there has been unlawful discrimination in relation to the exclusion then you may make a claim under the Equality Act 2010 to the First-tier Tribunal (Special Educational Needs and Disability) in the case of disability discrimination, or the County Court, in the case of other forms of discrimination. If you think that another form of discrimination has occurred, you have the right to make a claim to the County Court.  Any claim of discrimination should be lodged within six months of the date on which the discrimination is alleged to have taken place (e.g., the day on which your child was excluded).

The arrangements currently being made for (pupil’s name)’s education will continue. (Specify details here).

Yours sincerely

[Name]

Clerk to the Governing Board