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Behaviour Policy 2024/25

Behaviour Policy

2024-25

Policy details

  • Date created – February 2023
  • Staff consultation - February 2024
  • Pupil consultation - May 2024
  • Parent consultation -  February 2024
  • Next review date -  July 2025
  • Policy owner -  Amanda Harris


  1. Aims
  2. Roles and responsibilities
  3. Expectations
  4. Positive behaviour management
  5. Exclusion procedures
  6. Proactive approaches
  7. Recognition

Aims

At Co-op Academy Clarice Cliff, we aim to create a happy, safe and inclusive environment for all. Promoting good behaviour amongst pupils is a shared responsibility. All members of the school community: staff, governors, parents, the wider community and the children have a vital role to play and building positive, respectful relationships between all stakeholders is at the heart of our policy.

The Rights of the Child (from the UN Convention for the rights of a child)

The following rights link to this document:

  • Article 3

All adults should do what is best for the child. When adults make decisions, they should think about how their decisions will affect children.

  • Article 19

All children have the right to be protected from being hurt and mistreated, in body or mind.

  • Article 28

All children have the right to a good quality education. They should be encouraged to go to school to the highest level they can.

  • Article 29

A child’s education should help them use and develop talents and abilities. It should also help them learn to live peacefully, protect the environment and respect other people.

This policy is based on advice from the Department for Education (DfE) on:

It is also based on the Special Educational Needs Code of Practice (2015)

Schedule 1 of the The Education (Independent School Standards) Regulations 2014; paragraph 7 outlines a school’s duty to safeguard and promote the welfare of children, paragraph 9 requires the school to have a written behaviour policy and paragraph 10 requires the school to have an anti-bullying strategy.

The DfE guidance; What academies, free schools and colleges must or should publish online - GOV.UK explains that academies should publish their behaviour policy and anti-bullying strategy online.

This policy complies with our funding agreement and articles of association.


Roles and Responsibilities

The governing body is responsible for monitoring the effectiveness of the Behaviour Policy and holds the Head Teacher to account for its implementation.

The Head Teacher is responsible for reviewing and approving this behaviour policy. The Head Teacher 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 support are applied consistently.

Parents/carers are expected to:

  • Support their child in adhering to the Golden Rules and Ways of Being
  • Inform the academy of any changes in circumstances that may affect their child’s behaviour
  • Discuss any behavioural concerns with the class teacher promptly
  •  Contribute to the positive behaviour management strategies that the academy has in place (e.g. Positive Behaviour Plans)


Expectations

In order to support positive, respectful relationships and a happy and safe learning environment, we follow three Golden Rules:

Be Ready

Be Respectful

Be Safe

In addition to this, all behaviour in our academy is underpinned by the Co-op Ways of Being.

Do what matters most

Be yourself, always,

Show you care

Succeed together

The Golden Rules

We want all our pupils to be ready; ready to learn, to listen, to have fun, and to help others.

We want all our pupils to be respectful; respectful of others’ differences and opinions, respectful of the environment (in our academy, in the local area, and globally), and to work towards building positive relationships within our academy and the wider community.

We want our pupils to be safe; safe as they move around school, safe inside and outside the school building which includes being safe on school trips and staying safe online. We want our children to know who they can turn to for advice when they are worried or concerned, within school and outside of school.

Co-op Ways of Being

Everyone in our school community has rights and responsibilities to ensure that everyone enjoys the learning to which they are entitled. All pupils and staff follow the Co-op Ways of Being:

Succeed together

Be a good friend and learner - Develop good friendships and work together, in order to understand and support others

Championing Co-op - Represent the academy through behaviour and actions

Helping others - Support the learning of others to promote a positive learning environment

Be yourself always

Improving myself - Focus on getting better and improving as a learner

My words - Talk openly and honestly and know how words help or hurt others

Inclusive - Be friends with anyone and treat everyone with respect

Do what matters most

Vision and values - Care about the school and what we stand for. Show the values both inside and outside the academy

Future focussed - Think about the future, want to do well and want others to do well

School improvement - Make sure that we all get better together. Know that behaviour and actions have an impact on others

Show you care

Cooperation - Work cooperatively with others, share ideas and listen to others

Driving innovation - Be confident in using technology in a safe and sensible way

Speaking up - Know that words can help others to be better. Speak out against bullying or poor behaviour

Moving around school

Pupils should:

  • Keep to the left
  • Walk at all times
  • Be aware of others – keep noise to a minimum
  • Use KS2 stairs at break and lunchtimes
  • Take extra care on the stairs
  • Listen to the adult in charge

Staff should:

  • Set clear expectations for behaviour prior to moving from one area of the school to another
  • Agree a ‘stopping point’ with pupils (e.g. “Stop when you get to the corner.”) and walk behind the line to observe behaviour
  • Be prepared to stop the line in order to address any issues
  • Model good behaviour
  • Openly praise the behaviour that you want to see

School places particular emphasis on moving around the school in a calm and orderly manner. Children will lose 1 Dojo if not moving around school in a calm and orderly manner as taught. If pupils or classes continue to move around school in a disorderly way, they will practise moving around for part of the next playtime.

Behaviour for learning

We have high expectations of behaviour to enable all children to learn and thrive in a calm and safe environment. Some, but not exhaustive, examples of behavour for learning linked to our golden rules include:

Golden Rules

What this looks like

Be Ready

-to listen

-to learn

-to have fun

-to help

1) Use time appropriately and be ready to listen and learn.

2) Follow instructions the first time they are given.

Be Respectful

-to others

-of differences

-of opinions

-of environments

3) Respect each other's property and the school environment.

4) Show care, courtesy and kindness in your words and actions to others.

Be Safe

-in school

-outside

-on visits

-online

5) Keep hands, feet, and other objects to yourself.

6) Make choices that keep yourself and others safe.

Pupils’ conduct outside the school gates

Teachers have a statutory power to implement the behaviour policy when pupils behave inappropriately outside of the school premises.  In-line with the behaviour policy, the teacher may discipline a pupil for:

Any inappropriate behaviour when the child is:

  • Taking part in any school-organised or school-related activity
  • Travelling to or from school
  • Wearing school uniform
  • In some other way identifiable as a pupil at the school

Inappropriate behaviour at any time, whether or not the conditions above apply that:

  • Could have repercussions for the orderly running of the school
  • Poses a threat to another pupil or member of the public
  • Could adversely affect the reputation of the school


Positive Behaviour Management

Staff within our academy make expectations for behaviour very clear and reinforce them with praise and positive recognition. There are numerous opportunities for pupils to shine and make a positive contribution to our community. Every member of staff takes responsibility for addressing behaviour that does not follow the three Golden Rules, no member of staff “walks-by” when they see this behaviour happening. We take an emotion coaching approach to managing inappropriate behaviour; remaining calm and respectful, even if the pupil has behaved in a disrespectful way, in order to model the kind of behaviour that we would like to see; showing understanding and empathy and encouraging reflection and restoration.

In managing behaviour, all our staff follow 5 underpinning principles:

  • Consistent, calm adult behaviour
  • First attention for best conduct
  • Relentless routines
  • Scripting difficult interventions
  • Restorative follow up

Positive Behaviour Steps

Professional judgement is required regarding which step best reflects the most suitable sanction given the behaviour displayed so the steps may not be followed in the order set out below and it may be appropriate to move to a particular step without having worked through all of the previous steps. Depending on the nature of the behaviour, this may include withdrawal (see below), internal exclusion, suspension, or immediate, permanent exclusion.  However, as a general rule for poor behaviour the following sequence should be adhered to:

Steps

Actions

1 Reminder

Positive encouragement and a reminder of our expectations and rules; be ready, respectful and safe. Repeat reminders if necessary. De-escalate where reasonable and if appropriate. Take the initiative to manage the situation at this step. Recognise and praise good behaviour as a result of the reminder.

2 Warning

Use our warning script to ensure a clear message is given to the child. An explanation of what will happen if the behaviour continues with an immediate reminder of the child’s previous good behaviour. A final reminder of our expectations and rules; be ready, respectful and safe. Warnings should be delivered privately wherever possible.

All warnings will be recorded on a warning prompt to ensure that all staff know that a warning has been given. The warning will remain for the remainder of the day.

3 Miss 5 minute increments of Golden Time.

If the warning is not heeded and the behaviour continues, a 5 minute increment of Golden Time will be lost. This will be recorded on the class poster and on Arbor.

The child will lose their daily ‘Ways of Being’ Dojo. A coaching conversation will take place following the incident or at the end of the lesson.

The 5 minute increment of Golden time can be earned back in 5 minute increments if there are no further poor choices in a day. The ‘Ways of Being’ Daily Dojo will not be restored for that day.

If the child moves straight to a more serious sanction, they will also lose 5 minutes of Golden Time and Lose the ‘Ways of Being’ Class Dojo.

4 Time out in class.

If the child continues to make poor behavioural choices, the child will be moved away from peers for 10 minutes.  

Time away from peers will be recorded on the class poster and on Arbor.

Emotion coaching will take place before the child moves back into class.  

5 Withdrawal

If the child continues to make poor behavioural choices,  we will use our ‘withdrawal’ script and they will continue their work in another designated classroom or outside the Head Teacher’s office. Withdrawal will be followed up with a coaching conversation and support for reintegration into class. If a child refuses to leave the class, a member of SLT will be called and the sanction will be escalated to a lunchtime withdrawal in addition to the class withdrawal.

If a child’s behaviour escalates around break or lunch times or causes their peers to feel unsafe, they will have to complete a lunchtime withdrawal. This will be supervised by a member of staff and will be followed up with a coaching conversation.

For all withdrawals, a child will lose 5 class Dojos and parents/carers will be given a letter informing them of the withdrawal on the same day. Withdrawal from class or lunchtime will be recorded on the class poster and on Arbor.

6.1 Repeated Withdrawal

If the child continues to make poor choices following a withdrawal and needs to leave class again, this will be categorised as persistent disruption. The class teacher must complete a behaviour support review and  refer this to the behaviour lead. If the behaviour lead is not available then this will be referred to another member of the SLT.  All persistent disruption will be logged on Arbor by the member of SLT dealing with the incident. .

A red letter will be sent home detailing the nature of the persistent disruption and parents/carers will be informed of any sanctions or intervention put in place.

 

Sanctions could include: working in seclusion or asking parents to come to site.

6.2 Significant Behaviour Escalation

Phone call/meeting

An incident that is deemed in need of immediate significant escalation will be categorised as a serious incident and an investigation must take place by staff involved to ascertain what has happened. A Significant incident form or previously agreed behaviour log (STAR analysis or ABCF form) must be completed and sent to the Behaviour Lead or a member of SLT in the absence of the Behaviour Lead.  The behaviour lead or a member of the SLT will inform parents of the behavour with by a phone call or a meeting at the end of the school day. A red letter will also be sent home detailing the nature of the significant incident and parents/carers will be informed of any sanctions or intervention put in place.  

Sanctions could include: working in seclusion or asking parents to come to site.

Serious Incident Level 1 (Lower):

  • Intentionally spitting at another person  
  • Persistent swearing
  • Repeated refusal to do a set task (where clear supportive mechanisms have been used to engage pupils back in learning)
  • Leaving the classroom or class learning environment without permission in anger.
  • Stealing
  • Hurting someone so they need first aid through play fighting

Serious Incident Level 2 (Higher):

  • Bullying, to also include cyber-bullying
  • Throwing objects with intent to harm
  • Harming someone intentionally so they need first aid
  • Continued or more serious rudeness or challenge to authority
  • Derogatory name-calling, insults and racist jokes based on difference including Racism or Homophobia
  • Vandalising school property
  • Persistent verbal abuse to a member of staff

7 Meeting with the Behaviour Lead and Class Teacher.

If the above steps do not bring positive changes in behaviour choices, a meeting will take place with the child, parents/carers, Class Teacher and the Behaviour Lead. We will choose restorative questions to structure our meeting, thinking carefully which are pertinent to the incident or ones that we want to focus on specifically for a particular child and their needs. Support, as required, will be sought from within school or if appropriate, outside agencies. This may include:

  • All About Me Booklet
  • Lunchtime Club
  • Behaviour Rewards Chart
  • *Behaviour Report/Behaviour Report Card
  • **Positive Behaviour Plan
  • Behaviour contract
  • Boxall Profile
  • MHST Referral
  • Stay Well Referral
  • CAMHS Referral
  • Educational Psychologist Assessment
  • Specialist Teacher Assessment
  • Alternative Provision Placement

A review meeting will take place after two weeks.

Following this meeting, a time table of reviews will be agreed depending upon the support or monitoring needed. Reviews will continue until there is a significant improvement in behaviours. Reviews could be:

  • Weekly
  • Fortnightly
  • Half termly

If there is no improvement after the first meeting, a behaviour contract will be drawn up with agreed actions, rewards and sanctions across home and school.

*Behaviour report cards will be signed daily by parents

**Positive Behaviour Plans will be reviewed at least termly.

8 Meeting with the Head of School.

If the above steps do not re-engage the child, then a meeting will take place between the Head Teacher, Class Teacher, Behaviour Lead and parents/carers. Support, as required and outlined above, will be sought from within school or if appropriate, outside agencies. At Step 7, the Head Teacher and school leaders may, if appropriate, consider the following:

  • Removal from the classroom for a set period
  • Suspension
  • Alternative provision
  • Permanent exclusion
  • Managed Move to another setting

Scripted responses

Step

Script

2

Warning

“ You are better than the behaviour you are showing today. If you continue, you will be losing 5 minutes of your golden time. Do you remember yesterday/last week when you helped me to tidy up/led the group/shared your excellent home learning? Remember how that made you feel? That is the person I know, that is the person I need to see today. Think carefully about your next step.”

3

Loss of golden time

“Even after a warning, I noticed you were … (having trouble focusing/struggling to get going today/wandering round the classroom/finding it difficult to follow my instructions). It was the rule about … (being ready, respectful and/or safe) that you broke. You will now miss 5 minutes of your golden time.”

4

Time out in class

“I know that you were feeling…(angry, frustrated,sad) when you behaved in that way. I understand why you felt that way, I felt that way too when…(give an example of when you felt that way). You need to understand that behaviour has consequences. Tell me why you think your behaviour was not OK? For that reason you will now have some time out to work in a quiet place away from distractions.” Follow up the move back to working with peers with emotional coaching and consider any further support or adaptations.

5

Time out of class or  lunchtime detention

“Even though you have some time away from distractions you have not made a positive change. For that reason you now need to move to another class so that everyone here can get on with their learning.” After ‘withdrawal’ follow up with: “What do you think you could do to avoid this happening when you feel that way in the future?” (Agree appropriate behaviour) I care about what happens for the rest of the day/week. If you behave appropriately that would be fantastic and this will happen…(specify positive reward). If you do not behave in the way we have agreed, then we will have to have a discussion with your parents.

5 and 6 Restorative Questions

1. Tell me what happened?

2. What were you thinking about at the time?

3. What have you thought since?

4. How did this make people feel?

5. Who has your behaviour affected?

6. How do you think your behaviour has made them feel?

7. What should we do to put things right?

8. How can we do things differently in the future?

Bullying

Details of our academy’s approach to preventing and addressing bullying are set out in our Anti-Bullying Policy. Bullying is defined as the repetitive, intentional harming of one person or group by another person or group, where the relationship involves an imbalance of power.

Occasionally an incident may be deemed to be bullying even if the behaviour has not been repeated or persistent – if it fulfils all other descriptions of bullying. This possibility should be considered, particularly in cases of hate crime related bullying and cyberbullying.

Bullying can take place between:

  • young people
  • young people and staff
  • between staff
  • individuals or groups

Bullying by pupils is viewed as serious misbehaviour at our academy. Although bullying can occur between individuals, it can often take place in the presence (virtually or physically) of others who become the ‘bystanders’ or ‘accessories’.

Bullying is not confined to the school premises. It can also persist outside school, in the local community, on the journey to and from school. The school acknowledges its responsibility to support families if bullying occurs off the premises.

Type of bullying

Definition

Emotional

Being unfriendly, excluding, tormenting

Physical

Hitting, kicking, pushing, taking another’s belongings, any use of violence

Racial

Racial taunts, graffiti, gestures

Sexual

Explicit sexual remarks, display of sexual material, sexual gestures, unwanted physical attention, comments about sexual reputation or performance, or inappropriate touching. This includes online behaviours.

Direct or indirect verbal

Name-calling, sarcasm, spreading rumours, teasing

Cyber-bullying

Bullying that takes place online, such as through social networking sites, messaging apps or gaming sites.

Cyberbullying can include:

  • hacking into someone’s accounts/sites
  • Posting prejudice / hate messages
  • Impersonating someone online
  • Public posting of images
  • Exclusion
  • Threats and manipulation
  • Stalking

Emotion Coaching Conversations

Behaviour Steps

Step 1 - Recognise the child’s feelings and empathise with them:

  • Stop - do not act or react straight away (other than to ensure that pupils and staff are safe)
  • Think - what is going on for the child right now? What feelings might lay underneath the behaviours that I am seeing?
  • Attune - yourself with that feeling by putting yourself in the child’s position
  • Reflect - what would be an equivalent situation that would cause you to react that way?

Step 2 - Validate the child’s feelings and label them; e.g. “You are behaving in this way because you are angry, it’s normal to feel angry when XX happens.”

Step 3  - Set limits on behaviour (if needed); e.g. “Whilst your feelings are normal, it’s important to remember how your behaviour impacts yourself and others, we must all behave appropriately, in-line with the Ways of Being. ”

Step 4 - Problem solving with the child; e.g. “What made you feel that way?” “Can you think of a different way to deal with your feelings?” “I can help you think of a different way to cope.” *Remember that reasonable adjustments may need to be made as part of the problem solving process.

De-escalation strategies

There are a number of strategies that staff may use in order to avoid and de-escalate potential behaviour incidents. Not all strategies are suitable for every child and teachers will need to use their knowledge of the individual child and professional judgement in order to decide which strategies may be appropriate. Potential strategies include:

  • Envelope to the office - ask the child to help you by taking an envelope to the office. When the child has passed the envelope to office staff, they will receive something to carry back to class. Ensure lots of praise is given once this task is completed and resume classroom activities.
  • Focus attention on something positive e.g. a piece of work the child completed to a high standard, a book that they like etc.
  • Introduce another activity or topic
  • Encourage communication
  • Remove sources of frustration
  • Use appropriate humour
  • Explain clearly what is happening now and what will happen next
  • Use a calm voice and body language (side on stance)
  • “Step Out” card - provide the pupil with a card that they must show to you if they need to “step out” of the classroom. When this card is used, the child should receive a timer which they will take with them to an agreed “safe space”. Once they are there, they can start the timer and must return to class once the time is up.

Pupils with Special Educational Needs and/or Disabilities (SEND)

Co-op Academy Clarice Cliff is aware of the links between the SEND Code of Practice (2015), 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; e.g. for pupils with communication and interaction or social, emotional and mental health needs. We recognise our legal duty under the Equality Act (2010) to ensure that reasonable adjustments are made that are personalised to the pupil’s strengths and needs and are regularly reviewed. Reasonable adjustments may take a number of forms, from adaptations to the way in which the policy is communicated and explained to adaptations to its implementation.

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. These strategies will be reviewed using the graduated approach of the 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 Dojo points in line with their peers.

Equity

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 weekly 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 and specialists will always be sought and strategies to accommodate the child within the academy will be implemented and evaluated prior to any decision to access alternative provision.

On very rare occasions, it may be agreed that Co-op Academy Clarice Cliff is not an appropriate setting for a pupil, This will not be a single person’s decision and academy leaders, governors and Trustees will be a part of this process.

Positive Handling

Where pupils display behaviours which could put themselves, others or the order of the academy at risk, individual risk assessments containing links to the Positive Handling Policy will be put in place. The legal provision on school discipline also provides members of staff with the power to use reasonable force to prevent pupils committing an offence, injuring themselves or other or damaging property, and to maintain good order and discipline in the classroom.  Head teachers and authorised school staff may also use such force as is reasonable given the circumstances when conducting a search without consent for particular items. For further information, please see the Physical Restraint Policy and Behaviour and Discipline in Schools (2016) https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/488034/Behaviour_and_Discipline_in_Schools_-_A_guide_for_headteachers_and_School_Staff.pdf. 

Any restrictive physical intervention will be recorded on a Restrictive Physical Intervention form and CPOMS and will be communicated to parents/carers.


Exclusion procedures

For any exclusion, the school will follow the Trust’s Exclusions Policy and the latest Government Guidance on exclusions contained in the following documents;

‘Exclusion from maintained schools, academies and pupil referral units in England’ and ‘Changes to the exclusion process during the Coronavirus (Covid19) outbreak.’

Exclusions are considered as a last resort and will be taken only:

  • In response to a serious breach of the academy’s behaviour policy
  • If alternative strategies have been tried and failed
  • If allowing the pupil to remain in school would affect the education or welfare of the pupil or others

There are two types of exclusions, permanent or fixed term (suspension).  A permanent exclusion would result in a pupil being taken off roll.  Fixed term exclusions or suspensions are generally for a few days at a time.

Parents/carers will be notified immediately of an exclusion. They will be telephoned and invited into school to discuss the exclusion and given a letter outlining the details of the exclusion.

Whilst the pupil is excluded his/her welfare remains the responsibility of the parent/carer and the pupil cannot come onto the school site.  Work will be set for the first 6 days of any exclusion period.  In the case of a suspension, a meeting will be arranged on the return date to discuss expectations and a possible phased return. Expectations and individualised behaviour management strategies will be agreed at this meeting and detailed in a Positive Behaviour Plan.

Parents/carers have the right to make representations to the Academy Governing Council’s Disciplinary Committee concerning the exclusion. The parent/carer will be given the name, address and phone number of the person to contact in the letter sent by the Head teacher.


Proactive Approaches

We work with a number of outside agencies such as the Mental Health Support Team, Staywell, Changes and the Child and Adolescent Mental Health Service (CAMHS)  to ensure that our pupils’ emotional needs are well met in order to take a proactive approach to minimise incidents of behaviour that challenges.

Our approach is research informed and draws upon the guidance set out in The Education Endowment Foundation’s report, Improving Behaviour in Schools (2019). https://d2tic4wvo1iusb.cloudfront.net/eef-guidance-reports/behaviour/EEF_Improving_behaviour_in_schools_Report.pdf?v=1635355216

Make a Positive Contribution

We provide pupils with a number of opportunities to shine and make a positive contribution within our academy and the wider community; we believe that this builds a culture of co-operation and positive conduct within our academy. Leadership opportunities within our academy include:

  • Co-op Young Leaders

           - Playground Leaders

           - Event Leaders

  • Eco-Committee
  • Academy Council
  • Attendance Ambassadors
  • EYFS Special Helpers
  • Cloakroom Monitors
  • Equipment Monitors
  • Reading Council
  • Prefects
  • Wellbeing Champions

Each classroom will have the names of the pupils who take on these responsibilities up on display.


Recognition

Adults will utilise a number of strategies in order to give recognition for positive behaviour. Some strategies apply to the whole school, some in class and some will be individual to the child.

Whole School

Classroom

Dojo Points

Verbal praise

Dojo Privileges

Collaborative Class Dojo Rewards

Celebration Assembly certificates

Sharing work with another class/member of SLT

First attention for best conduct

Dojo Points

Teachers will be able to award Dojo points to every child each half term and these will be issued when pupils have demonstrated either one of the Golden Rules or Co-op Ways of Being well. At the end of each term, pupils will be given the opportunity to “spend” the Dojos that they have earned in the “Dojo shop”.

Pupils will also work as class teams to earn a target amount of Dojo points per half term; every class that reaches their target will get a behaviour treat for the class.


Recording and Monitoring of Behaviour

All behaviour incidents requiring intervention from Step 3 onwards will be recorded on the MIS, Arbor. The data from these incidents will be collected monthly and trends/individual pupils will be discussed by the safeguarding team at their monthly meeting in order to inform planning for appropriate interventions.