Positive Behaviour Policy

Policy details

Date created - 29th September 2023

Date most recently reviewed by governors  -

Responsibility for review:

Contents

Policy details        

1. Policy Statement and Purpose
2. Rules and Ways of Being
3. Rights and Responsibilities
4. Developing Positive Behaviour
5. Positive Behaviour and Rewards
6. Classroom Strategies and Expectations
7. Expectations around the Academy
8. Expectations outside of the Academy
9. Consequences
10. Further Interventions and Support
11. Child on Child Abuse
12. Permanent Exclusions
13. Searching, Screening and Confiscation

Appendix i: Sanctions

Appendix ii:  Behaviour Ladder

Appendix iii: Privilege of Play

Appendix iv: LA Exclusion Letters

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 Dojo points for good effort and attitude and linking to our coloured system policy within classrooms with rewards such as postcards, 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 2022

Education Act (2002), as amended by Education Act (2011)

Education and Inspections Act (2006)

School Discipline [Pupil Exclusions and Reviews] – England – Regulations (2012)

Equality Act (2010, revised 2018)

2. Rules and Ways of Being

Co-op Academy Woodslee is underpinned by the values of the Co-op and all within the academy aspire to the Co-op Ways of Being:

Be yourself, always

Do what matters most

Show you care

Succeed together

Be yourself, always - We are our best selves and strive to be always. We contribute our ideas to make the academy a success, respectful of each person and we aspire to make Co-op Academy Woodslee the very best learning community it can be.

Examples of showing respect include:

• Being courteous - holding open doors and helping others;
• Help to keep a tidy school;
• Listen when others are talking;
• Quiet corridors;
• Taking pride in myself and my community.

Do what matters most - What matters most is ensuring that our children achieve the best possible outcomes. We believe that self-help and self-responsibility help us to do what matters most. Everyone acts in a responsible way around the academy site and in the local community. We take responsibility for our own learning. As learners, we build resilience and independence – we try to do things for ourselves in the right way and at the right time.

Examples include:

• Be on time for school in the morning and for each lesson;
• Understand the things that help you to learn, for example, using a wobble cushion, having regular brain breaks, using a scanning pen, a writing slope, lots of practice;
• Know how to set a goal that you can achieve;
• Asking for help;
• Pick up litter that belongs to you and to others;
• Take care of school property and resources;
• Work hard and focus on learning;
• Doing my best work;
• Positive behaviour choices.

Show you care - We are proud to be part of a multi-cultural trust with students from all over the world; we treat each other with respect and accept that others may be different from ourselves. We all have equal chances to succeed. We look for the best in each other and  reward others fairly to encourage all types of achievement.

Examples include:

• Showing respect towards different faiths;
• Showing respect towards different opinions to your own;
• Understand that equity is about giving every child that attends our academy the tools and equipment they need to succeed and this will look different for some members of our school;
• Positive rewards for making positive choices such as Class Dojo points, a special message home or a Headteacher’s award;
• Following a PSHE curriculum that will help you to make decisions that will keep you and others safe;
• Being honest and telling the truth;
• Being kind and polite.

Succeed together - By demonstrating solidarity, we achieve more by working together rather than as individuals. We are co-operative.

Examples include:

• Being a good friend;
• Being honest;
• Being a team player.

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:

3. Rights and Responsibilities

The Role of the Class Teacher

It is the responsibility of the class teacher to ensure that the school rules are enforced in their class, and that their class behaves in a responsible manner. They will ensure that the Behaviour Ladder sanctions (see Appendix ii) are upheld consistently and that reasonable adjustments for certain children are always considered.

Our class teachers in our academy have high expectations of the children, and ensure that all children work to the best of their ability. They treat each child fairly and ensure that the classroom code is met consistently. Teachers treat all children in their class with respect and understanding.

Our class teacher liaises with our SENDCo and external agencies, as necessary, to support and guide the progress of each child. The class teacher may, for example, discuss the needs of a child with the education social worker or the Behaviour Support Service. They report to parents/carers about the progress of each child in their class, in line with the whole–school policy and record incidents on CPOMS as soon as possible, by the end of the school day at the very latest, regularly to build up effective behaviour pictures of every child.  Behaviour will be monitored closely through a Behaviour Tracker and where children have had more than 3 amber incidents in a half term or 1 red incident, a detailed individual behaviour chart (RAG Chart) will be implemented so that strategies / interventions can be implemented and behaviour tracked to ensure this is effective for the child.

Consistent Language we use for Consistent Behaviour

We are developing our approach to instructional vocabulary in and around the classroom to help support transition around the school and between the different class teachers.

RWInc vocabulary such as ‘Team STOP’ and ‘Magnet eyes’ can be heard being used from every practitioner.

We also use the phrase ‘connect before you correct’ to ensure we are using a therapeutic teaching approach to encourage self-regulation and understanding of emotions.  This is based on Dan Hughes’ PACE approach - to examine behaviour through Playfulness, Acceptance, Curiosity and Empathy.  Examples of scripts are:

Role of Lunchtime Staff

Lunchtime staff will congratulate children and give stickers out to children demonstrating our ‘Ways of Being’ and showing good playtime or Rainbow Restaurant behaviour. Dojos to be given out readily where children are playing well together and co-operating effectively (Dojo book / post-it to be used and support staff to inform class teachers).

Lunchtime staff will follow the ‘Privilege of Play’ rigorously.

Low-level playtime disruptive behaviours will be addressed by support staff in a calm and exploratory (and non-judgmental) manner. Increased volatility of behaviour will call for support from our Triage Team.

The Triage Team will be called when there is dangerous play or unmanageable behaviours demonstrated and parents are needed to be called.

The teacher will choose an appropriate time to discuss the lunchtime reward - or incident - with the individuals at some point in the afternoon (parents may be shared with the information at the end of the day).

The role of the Executive Headteacher

It is the responsibility of the Executive Headteacher, under the School Standards and Framework Act 1998, to implement the school behaviour policy consistently throughout the school, and to report to governors, when requested, on the effectiveness of the policy. It is also the responsibility of the Executive Headteacher to ensure the health, safety and welfare of all children in the school.

The Executive Headteacher supports the staff by implementing the policy, by setting the standards of behaviour, and by supporting staff in the implementation of the policy.  She carries out regular classroom visits and leads ‘Expectations’ assemblies and discusses children’s behaviour at lunchtimes and playtimes whenever staff require further support.

The Executive Headteacher has the responsibility for giving ‘Suspensions’ (previously known as Fixed-Term Exclusions) to individual children for serious acts of misbehaviour. This may lead to managed moves to alternative settings or Permanent Exclusion.

Some types of behaviour that will result in being removed from lessons are:

- Initiating fighting, hate crime e.g. racial or homophobic and bullying of any kind, saying the c-word or the tw-word in ANY circumstance (this is considered to be sexually harmful vocabulary), throwing chairs, shoving tables, slamming doors, destructive behaviour, intimidating behaviour to classmates, ongoing bullying to another pupil (determined through thorough investigation), repeating lower-level behaviours continually without improvement.  

In summary:

Physical assault against a pupil or adult

Verbal abuse/threatening behaviour against a pupil or adult

Bullying

Damage/theft

Persistent disruptive behaviour

Drug and alcohol related behaviour

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 inside or outside of school that brings the school’s reputation into disrepute (this is particularly serious where other parents remove their child (or threaten to) from the school).

If a child demonstrates this behaviour then they will go straight to the Triage Team in the first instance. The Triage Team will conduct further investigations if necessary and may choose to isolate the child from the rest of the class (in the school office) for the rest of the morning/afternoon/day depending on severity or at the very least until he/she calms down and regains composure and reflection again. He/she will miss all breaks and lunchtimes and will not represent the school at all if poor behaviour allegations are found to be true. No Student Leadership role can be carried out with no internal/external representation of the school at all (no enrichment club, after school care, no swimming, no inter-school matches etc).

Parents will be informed and behaviours recorded on CPOMS and stay on the child’s file for secondary school where appropriate. Further behaviours demonstrated may result in a full suspension being issued where the child works from home and is not welcome to attend school in person. This is considered to be a very serious consequence.

When the Executive Headteacher permanently excludes a child, the school governors and parents will have been notified.  The Executive Headteacher attends the latest training from the Trust on exclusions and the law.  Before a permanent exclusion is made the Executive Headteacher will consider a managed move in line with the Trust agreed policy (LA policy). See Appendix 5

Fixed-Term and Permanent Exclusions (The Legal Part)

Co-op Academy Woodslee follows the Co-op Academies Trust Exclusion Policy.

(click here for Trust policies including Exclusion Policy)

Only the headteacher/principal, or head of school, can exclude a pupil. A permanent exclusion will only be made as a last resort. The behaviour of a pupil both inside and outside school can be considered grounds for an exclusion.

A fixed-period exclusion can also be for parts of the school day. For example, if a pupil’s behaviour at lunchtime is disruptive, they may be excluded from the school premises for the duration of the lunchtime period.

We are aware that off-rolling is unlawful. Ofsted defines off-rolling as: “…the practice of removing a pupil from the school roll without a formal, permanent exclusion or by encouraging a parent to remove their child from page 1 Exclusions Policy - March 2021 the school roll, when the removal is primarily in the interests of the school rather than in the best interests of the pupil.”

We are committed to following all statutory exclusions procedures to ensure that every child receives an education in a safe and caring environment. A decision to exclude a pupil will be taken only:

• in response to serious or persistent breaches of the school’s behaviour policy

• if allowing the pupil to remain in school would seriously harm the education or welfare of others

Before deciding whether to exclude a pupil, either permanently or for a fixed period, the headteacher will:

• consider all the relevant facts and evidence, including whether the incident(s) leading to the exclusion were provoked
• allow the pupil to give their version of events, where practical
• consider if the pupil has special educational needs (SEN)

We will take care to ensure that a decision to exclude does not involve any kind of discrimination, as defined by the Equality Act 2010. We will not discriminate against pupils on the basis of protected characteristics, such as disability or race. The academy will make reasonable adjustments for managing behaviour which is related to a pupil’s disability. Where exclusion needs to be considered, the academy will ensure that a pupil with a disability is able to present his or her case where the disability might hinder this.

We recognise that disruptive behaviour can be an indication of unmet needs. Where we have concerns about a pupil’s behaviour, we will try to identify whether there are any causal factors and try to intervene early in order to reduce the need for a subsequent exclusion. (Please see Appendix 5 for sample letters to parents regarding fixed term or permanent exclusions).

The Role of Parents/Carers

The school works collaboratively with parents and carers, so children receive consistent messages about how to behave at home and at school.

We expect parents to support their child’s learning, and to cooperate with the school. We try to build a supportive dialogue between the home and the school, and we inform parents immediately if we have concerns about their child’s well-being or behaviour.

We ask that parents keep school informed about home life situations that may impact on how their son or daughter or ward behaves in school. This is to help us put the right things in place for the child or children and monitor changes in behaviour effectively.

If the school has to use reasonable sanctions, we will ensure that parents understand the reasons why and we will work hard to support the family through the difficult period. If parents have any concern about the way that their child has been treated, or about the fairness of our actions or sanctions they should contact the Inclusion Manager. If the concern remains, they should contact the Executive Headteacher. If these discussions cannot resolve the problem, a formal grievance or appeal process can be implemented to the Governors. Office Staff will support parents with this process in an impartial manner.

At the beginning of the year, children are expected to complete our Home-School Agreement where concerns are being raised about conduct and behaviour choices (or demonstrations).

The Role of Governors

The governing body has the responsibility of setting down these general guidelines on standards of discipline and behaviour, and of reviewing their effectiveness. The governors support the Executive Headteacher in carrying out these guidelines.

The Executive Headteacher has the day-to-day authority to implement the school behaviour and discipline policy, but governors may give advice to the Executive Headteacher about particular disciplinary issues. The Executive Headteacher must take this into account when making decisions about matters of behaviour.

The Chair of Governors regularly completes a ‘Behaviour Slice’ to document the behaviours of children at one particular place at one particular time; SLT will review this at a later point.

Regional Director and Trustees will complete a Safeguarding and Culture Audit to monitor the progress of behaviour improvements and culture changes at Woodslee; this is disseminated to all staff, parents, governors and children.

4. Developing Positive Behaviour

 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

5. Positive Behaviour and Rewards

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;

Playground or Co-op Young Leaders;

Classroom and school wide monitor jobs;

Members of the Eco committee on Pupil Parliament;

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;
• Reading Heroes certificates;
• Dojo points;
• Headteacher’s award;
• Postcards home;
• Hot Choc Fri-yay;
• Whole class awards.

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 Strategies and Expectations

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) but senior leader support can be called upon at all times via our 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 of Show Respect, Be Safe and Set A Goal  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.      The Executive Headteacher, Inclusion Manager and Community Care Coordinator will involve parents at an early stage where a learner  is experiencing problems with behaviour.

8.         The Executive Headteacher, Inclusion Manager and Community Care Coordinator 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. A visual board is kept (behind the teacher’s desk or in a discrete area) with child friendly resources which allow our pupils to easily see how they are doing in class. This allows for check-ins from members of SLT and reminders to be used with pupils. 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 displayed in their pocket of the Class Chart.

If they are still on Green by the end of the day, the child is awarded a Dojo point at the end of each session. 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 displayed over the top of the Green card. The warning gives the child the opportunity to reflect, consider and review their behaviour. If a child is already on an Amber Warning Card, and they have to be told again of inappropriate behaviour, then there are consequences. An amber card would equate, for example, to 5 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 an 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. However, if necessary, the child’s Amber Warning Card will be moved to the back of the pocket and the Red Consequence Card will be displayed. Persistently poor behaviour (see table below) would equate to a red card which would then have a consequence of 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 our Behaviour Tracking Document 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.

‘Birch 2’ (Intervention Hub)

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 Key Stage 1 and to focus on Personal, Social and Emotional Development.  

7. Expectations Around the Academy

Online Safety in School

We have an online filtering service employed at the school where certain restrictions are in place for some key prohibited words, however we do not over censorise and certain words will not be filtered at such a high level but an immediate alert will be sent to the school via an email and a phone call to the school office from our web-secure company Smoothwall.

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 the Academy

We believe strongly in working with parents/carers in all aspects of behaviour whether positive or negative. When a child is wearing our school uniform then they represent our school and everybody linked to the school. Therefore, behaviour that is positive will be praised and negative or anti-social behaviour will be dealt with suitably (following our Behaviour Ladder of sanctions). By working together with parents and carers, we hope that they support our behaviour policy and encourage impeccable behaviour when outside of school in their uniforms.

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

 Procedures for dealing with inappropriate behaviour

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 an ILP (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 member of 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 Triage Team. 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 Inclusion Manager 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

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. 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.

13. Searching, Screening and Confiscation

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

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

• knives and weapons
• alcohol
• illegal drugs
• stolen items
• tobacco and cigarette papers
• cigarettes
• e-cigarettes
• lighters and matches
• fireworks
• pornographic images
• 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, or contractor  by staff members of the same gender as the student, and with the student present as a witness. Searches that require physical contact or use of force will always be a last resort. Where the risk is considered significant, they will be conducted by a trained member of staff of the same sex as the pupil, or, if possible, and preferably, by a family member. If this is not possible (due to urgency of the situation) searches will be conducted by a permanent member of staff, with the appropriate training, of the same sex and an appropriate adult (of the same sex). In all cases, only outer clothing will be searched (pockets, bags, shoes etc). No member of the school community will conduct a search that reveals a student’s underwear or skin (beyond shirt sleeves).

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

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

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

Mobile Phones / Devices

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).

14. Pupil Comments

Can you describe our Behaviour Policy?

Y2 - We can get a green card for making good choices.  If you go on amber and you carry on it means you will go on to red.

Y4 - If you get an amber it means you lose minutes off your play or a phone call home, if you get red it’s a consequence.

Y5 - Instead of Head Teachers Awards, we can get a golden ticket and that means you get to go trampolining.

Y6 - It’s fair because we have a kind hands and kind feet rule, to make sure people are kind to each other.  Without it, it would just be chaos.

Why does it work?

Y2 - People are less naughty and less mean to each other.

Y4 - People ask to do stuff, they ask to get a drink.  Before they didn’t, now they do.  Now it’s changed, it’s a lot better.  People don’t just walk around the room.

Y5 - People are less mean to each other, there’s no kicking.

Y6 - We have better attitudes, if we want to do something then we will include ourselves in it.

Are there any ways we could make it better?

Y2 - there should be people that go round in the playground and help people be friends and stuff.

Y4 - there’s still some tiny arguments but maybe if someone doesn’t like each other then maybe they could get help from a teacher and like each other again.

Y5 - I think we should have buddies so people can get to know each other if they don’t have anyone to play with.

Y6 - Maybe we could involve a friendship bench to help people if they fall out.

How would you describe behaviour at Woodslee?

Y2 - It’s kind of good, some people are friends.  It’s only bad if people don’t want to be friends.

Y4 - Behaviour is OK, some people sometimes forget to put their hand up in learning time.  In learning time it is time to learn not talk.

Y5 - It is way different with the gold and red cards.  Behaviour is a lot better than it used to be.  Y6 - In lessons it is good, it used to be good but now it is very good.

Appendices

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.

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:

Appendix iv - LA Exclusion Letters

LA Exclusion Letters

Model letter 1 (FIXED TERM EXCLUSION)

From head teacher (or Principal of an Academy) notifying parent of 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 exclude (Child’s Name) for a fixed period of (specify period). This means that he/she will not be allowed in school for this period. The exclusion begins/began on (date) and ends on (date).

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

(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 exclusion (specify dates) without reasonable justification. If you fail this duty 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.

Whilst the Governing Board has no power to overturn the Headteacher’s decision, they must consider any representations you make and may place a copy of their findings on your child’s school record.

You should also be aware that if you think the exclusion 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 fixed period exclusions of primary-aged pupils and may also be used for fixed period exclusions 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.

(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 Wirral Local Authority for exclusion advice on telephone number 0151 666 4398.

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 Children’s Legal Centre:  www.childrenslegalcentre.com
• Advisory Centre for Education (ACE) (http://www.ace-ed.org.uk) or their advice line service on 03000 115 142 on Monday to Wednesday from 10.00 am to 1 pm during term time.
• (https://councilfordisabledchildren.org.uk/information-advice-and-support-services-network/about), the National Autistic Society@nas.uk),or Independent Parental Special Education Advice (http://www.ipsea.org.uk/).
• Wirral SEND Partnership:  www.wired.me.uk. Telephone number 0151 522 7990.    

(Child’s Name)’s exclusion 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 (FIXED TERM EXCLUSION >15 DAYS)

From Head teacher (or Principal of an Academy) notifying parent(s) of a pupil of that pupil’s fixed period exclusion/s 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 exclude (Child’s Name) for a fixed period of (specify period). This means that (Child’s Name) will not be allowed in school for this period. The exclusion start date is (date) and the end date is (date). Your child should return to school on (date).

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

(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 exclusion (specify dates) without reasonable justification. If you fail this duty 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.

From the 6th school day of (child’s name) exclusion (specify date) until the expiry of this exclusion 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: (If the pupil has received consecutive fixed-period exclusions, these are regarded as a cumulative period of exclusion. This means if a pupil has more than five consecutive school days of exclusion, then education must be arranged by the school for the sixth school day of exclusion, regardless of whether this is a result of one fixed -period or more than one fixed-period exclusion).

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 exclusion is more than 5 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 exclusion). 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.

You should also be aware that if you think the exclusion 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 fixed period exclusions 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 Wirral Local Authority for exclusion advice on telephone number 0151 666 4398.

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 Children’s Legal Centre:  www.childrenslegalcentre.com
• ACE Education (http://www.ace-ed.org.uk) or their advice line service on 03000 115 142 on Monday to Wednesday from 10.00am to 1 pm during term time.
• (https://councilfordisabledchildren.org.uk/information-advice-and-support-services-network/about) (0808 800 4002 or school exclusions@nas.org.uk)
• Wirral SEND partnership:  www.wired.me.uk 0151 522 7990  

Child’s Name)’s exclusion 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 (FIXED TERM EXCLUSION >15 DAYS IN ONE TERM)

From headteacher (or principal of an academy) notifying parent of 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 exclude (Child’s Name) for a fixed period of (specify period). This means that (Child’s Name) will not be allowed in school for this period. The exclusion begins/began on (date) and ends on (date).

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

(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 exclusion, without reasonable justification. If you fail this duty you 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 exclusion (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) exclusion (specify date) until the expiry of this exclusion 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: If the pupil has received consecutive fixed-period exclusions, these are regarded as a cumulative period of exclusion. This means if a pupil has more than five consecutive school days of exclusion, then education must be arranged by the school for the sixth school day of exclusion, regardless of whether this is a result of one fixed-period or more than one fixed- period exclusion).

As the length of the exclusion is more than 15 school days in total in one term the Governing Board must meet to consider the exclusion. 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 exclusion 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.

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 exclusion 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 exclusions 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 Wirral Local Authority for exclusion advice on telephone 0151 666 4388.

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 Children’s Legal Centre: www.childrenslegalcentre.com
• ACE Education (http://www.ace-ed.org.uk) and their advice line service on 03000 115 142 on Monday to Wednesday from 10.00am to 1.00pm during term time.
• (https://councilfordisabledchildren.org.uk/information-advice-and-support-services-network/about), the National Autistic Society (NAS) School Exclusion Service (England) (0800 800 4002 or schoolexclusions@nas.org.uk), or independent Parental Special Education Advice ((http:www.ipsea.org.uk/)
• Wirral SEND Partnership:  www.wired.me.uk   0151 522 7990

(Name of Child)’s exclusion 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 (PERMANENT EXCLUSION)

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. You 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

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 think the exclusion 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 the County Court.

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 Wirral Local Authority for exclusion advice on telephone number 0151 666 4398.

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 Children’s Legal Centre:  www.childrenslegalcentre.com
• ACE Education (http://www.ace-ed.org.uk) and their advice line service on 03000 115 142 on Monday to Wednesday from 10.00am to 1.00pm during term time)
• (https://councilfordisabledchildren.org.uk/information-advice-and-support-services-network/about), the National Autistic Society (NAS) School Exclusion Service (England) (0808 800 4002 or schoolexclusions@nas.org.uk, or Independent Parental Special Education Advice (http://www.ipsea.org.uk/).
• Wirral SEND Partnership:  www.wired.me.uk 0151 522 7990      

Yours sincerely

(Name)

Headteacher or (principal in case of an Academy)