Primary Positive Behaviour Policy

1st September 2026

Policy details

• Date approved by Trust Board - July 2026
• Next review date - July 2027
• Policy owner - Co-op Academy Delius

Co-op Academy Delius

Barkerend Road, Bradford BD3 8QX

01274 666472 delius@coopacademies.co.uk

https://www.delius.coopacademies.co.uk/

Contents

Policy details        1

1. Policy Statement and Purpose        2

2. Rules and Ways of Being        3

3. Rights and Responsibilities        4

4. Developing Positive Behaviour        5

Embedding the approach        5

Sensory Integration        5

Leadership Opportunities        5

Guidance for restorative conversations        6

5. Emotion Coaching

6. Recognition        7

7. Classroom Expectations        9

8. Expectations Around the Academy        10

9. Expectations outside of School        10

10.  Consequences        

Recording        10

Time out        10

11. Further Intervention and Support        12

12. Child on Child Abuse        13

13. Suspensions        13

14. Permanent Exclusion        14

15. Searching, Screening and Confiscation        14

Appendix        17

1. Policy Statement and Purpose

We want our school to be a place where all children and adults feel safe, happy and successful. We know that the consistent application of this policy is key to this. Through this policy, we will set out our high expectations of adults’ and pupils’ behaviour and will define unacceptable behaviours, including bullying. We will clarify the roles and responsibilities of different people within the academy community. We will also outline the rewards and the approaches to behaviour that challenges which are to be used consistently by all staff.

We want to celebrate the individuality of every child in a positive and caring environment, where everyone takes responsibility for themselves and each other. The positive atmosphere and firm boundaries nurture children’s social, moral and emotional development, rewarding their desire to make good choices, through the Co-op Ways of Being. We aim to support children to understand the positive and negative consequences of their actions and choices beyond the school gates and into adulthood. By working together, child, parent and teacher, every child will achieve their full potential.

The purpose of Co-op Academy Delius’ Positive Behaviour Policy is to reflect our beliefs that being able to self-regulate and manage their behaviour has a contributing factor on our pupils’ ability to engage with their learning. To help teach self-regulation and positive behaviour skills, we need to have an in-depth understanding of the complex needs of our individual pupils. We employ a holistic approach to ensure we are planning for the needs of all of our pupils with complex layered needs. This includes learners with Profound and Multiple Learning Disabilities (PMLD), Autistic Spectrum Disorder (ASD), Severe Learning Disability (SLD), Speech, Language and Communication Need (SLCN), and Physical Disability (PD).

We consider that behaviours which challenge always occur for a reason and might be the only way a learner can communicate - they can occur for a myriad of reasons which may be very specific to the individual. Learners who display, or are at risk of displaying behaviours which challenge, might need support which involves both positive behaviour support and some form of restrictive intervention. Any restrictive intervention must be legally and ethically justified, be absolutely necessary to prevent serious harm, and be the least restrictive option.

At Co-op Academy Delius we believe that:

• Our pupils want to have a positive experience at school
• Behaviour is a means of communication - we must ensure that all learners are supported to communicate their needs safely and appropriately using their preferred communication systems.
• With the right support and intervention, pupils can learn to self-regulate and manage their own behaviour.
• Mistakes are part of the learning process and we recognise that all of our learners are at different stages of the developmental process.
• All of our pupils have learning disabilities and other complex needs which impact on how they learn to regulate and manage their behaviour.
• Staff members must be given the opportunity to learn, understand and have insight into why our learners become dysregulated, and reflect on how and why it impacts on their behaviour.
• Staff members must work collaboratively with our learners, their families, and other professionals to develop strategies as part of a positive behaviour support plan.

Class teams can support our learners by:

• By observing, gathering and analysing data on behaviour - to ensure our interventions are personalised, well informed and planned according to the needs of each individual within the context of their class and their needs.
• To create bespoke and holistic Behaviour Support Plans when necessary, sharing these with families, and to reflect on these regularly as a team, updating and sharing this information.
• To reflect on the use of the classroom and wider school environment and how this impacts on individual pupils’ behaviour, providing the safest and most positive regulation-friendly space possible.
• To work in close partnership with all stakeholders - our pupils, their families, and other professionals e.g. Occupational Therapists, Physiotherapists, Speech and Language Therapists, Social Care, CAMHS etc.

The resources, interventions and pedagogy to support positive behaviour for our learners:

• A variety of individualised and accessible modes of communication (Total Communication)
• Clear and realistic expectations
• Rules and boundaries
• Predictable routines and structure, with clear beginnings and endings
• A clear Reward and Recognition system
• A commitment to relationship repair
• Predictable responses to behaviour incidences, both positive and challenging.

This policy should be read in conjunction with the following policies (available on the Co-op Academy Trust website and the Co-op Academy Delius 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 (updated July 2026)

Searching, Screening and Confiscation - Advice for Schools

Keeping children safe in education

Mobile phones in schools - GOV.UK 

Use of reasonable force and other restrictive interventions guidance 

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

Education and Inspections Act (2006)

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

Equality Act (2010, revised 2018)

2. Rules and Ways of Being

Our expectations are underpinned by the Co-op’s ‘Ways of Being’.

Being Co-op is about creating an environment that celebrates difference. Somewhere both pupils and colleagues feel responsible, valued, empowered and trusted to do the right thing for each other and our community.

The four Ways of Being Co-op guide our future – no matter what we do, they’re how we do it. They are:

Our Pupil Behaviours help us define and explore each ‘Ways of Being’.

3. Rights and Responsibilities

The Academy Governing Body:

The academy governing body is responsible for monitoring this behaviour policy’s effectiveness and holding the headteacher to account for its implementation.

The Headteacher:

The headteacher is responsible for reviewing and approving this behaviour policy.

The headteacher will ensure that the school environment encourages positive behaviour and that staff deal effectively with poor behaviour, and will monitor how staff implement this policy to ensure rewards and sanctions are applied consistently.

Members of Staff:

Staff are responsible for:

• Implementing the behaviour policy consistently
• Modelling positive behaviour
• Providing a personalised approach to the specific behavioural needs of particular pupils
• Planning and reviewing support for student behaviours- including Positive Behaviour Support Plans (BSPs) and Behaviour Individual Risk Assessments (BIPRAs).
• Planning engaging and stimulating lessons to maximise participation and regulation.
• Recording behaviour incidents
• Supporting pupils to regulate their emotions.
• Attending all relevant CPD and keeping up to date with information regarding behaviour issues.
• Working collaboratively within the academy and with outside agencies.

The senior leadership team will support staff in responding to behaviour incidents.

Parents/carers:

Parents are expected to:

• Support their child in adhering to the pupil code of conduct
• Inform the school of any changes in circumstances that may affect their child’s behaviour
• Discuss any behavioural concerns with the class teacher promptly

4. Developing Positive Behaviour

To encourage positive behaviour, all members of staff will:

• Build positive relationships with all pupils and parents/carers
• Be positive and notice/recognise good behaviour
• Be an exemplary role model in every aspect of their work and communication
• Actively build trust and rapport with all pupils
• Have high expectations for all learners. When we demonstrate belief in them, it supports them to succeed.
• Treat learners with dignity and respect at all times by communicating carefully and clearly in a way that is accessible and appropriate.
• Consider the function of the behaviour; why the pupil is behaving this way and need does it serve?
• Identify the strengths of the learner and build on these.
• Have consistent approaches to appropriate and agreed boundaries within Positive Behaviour Support Plans.
• Always model good manners and support pupils to show these too
• Remain calm in all situations
• Ensure all rewards and sanctions earned are delivered
• Ensure that learning is matched to pupils’ needs and levels of attainment
• Be early to collect or receive pupils
• Be well prepared for all lessons to reduce transition times
• Ensure that work is matched to pupils’ needs and levels of attainment
• Work jointly and plan with families to ensure consistency in our approaches
• Work collaboratively with other professionals working with pupils to ensure collective input into planning and interventions for behaviour
• Share up to date information with appropriate professionals to ensure consistency between different contexts and environments.
• Have clear routines which are adhered to consistently
• Ensure pupils move through the school in a calm and orderly way
• Insist that all pupils demonstrate active listening when adults or peers are speaking
• Investigate reports of misbehaviour fairly and thoroughly

Our staff are provided with training on managing behaviour, including proper use of restraint, as part of their induction process. Behaviour management will also form part of continuing professional development at least on a termly basis. We recognise that all staff manage pupils’ behaviour at the least structured point in the day. Therefore, intensive training is provided for this group of staff.

A staff training log can be found in the appendix.

Embedding the approach

It is vital that all members of the academy community understand and support the implementation of the policy. To this end, we ensure the following strategies are in place:

• the Pupil Code of Conduct is displayed in all rooms of the academy, in the playground and adults have a copy on their lanyards
• the tariff for rewards are displayed in all rooms of the academy
• assemblies to celebrate and to reinforce pupils’ knowledge of behaviour and consequences (including through well chosen stories, parables etc)

Sensory Regulation

Pupils have regular opportunities each day to practise regulation activities in line with personal sensory needs.The purpose of this practice is to support and teach children co-regulation, self-regulation and self-mastery skills to enable them to learn..

Leadership Opportunities

Class teachers ensure that ‘monitor’ roles (classroom leaders) are assigned within the classroom and are on a rota basis so that all pupils are a monitor (classroom leader) at some point during the year. For pupils with SEND who have a specific need, it may be appropriate for them to have a monitor role throughout the year. This will be identified in their pupil support plans.

There are also leadership roles which give pupils the opportunity to make a contribution beyond their classroom:

Academy Council Members-pupils across each pathway are nominated and engage in the role of Academy Councillors

Co-op Coins will be awarded for pupils taking on leadership roles and fulfilling their responsibilities.

Guidance for restorative conversations

If possible, talk to pupils involved separately initially.

This conversation should take place with the adult who witnessed or received the information about misbehaviour.

5. Emotion Coaching Framework

Core Philosophy & Perspective Shift

Our behaviour policy is grounded in a trauma-informed shift in perspective. Rather than asking "What is wrong with this child?", staff must ask "What happened to this child?" and "What is this behaviour communicating?" 

Visible challenging behaviours (e.g., defiance, aggression, disruption) are often the tip of an iceberg; they may be driven by hidden root causes such as Adverse Childhood Experiences (ACEs), insecure attachments, communication barriers, or unmet learning needs. Emotion Coaching helps children to regulate, understand, and safely express their emotions in a pro-social way.

The Biological Basis: The "Regulate, Relate, Reason" Hierarchy

To support self-regulation, interventions must follow the brain's natural processing sequence from the bottom up:

• Regulate (Brain Stem): The brain stem controls survival instincts and life support (fight/flight/freeze); a dysregulated child cannot process effectively. Staff must first establish physical and emotional safety.
• Relate (Limbic System): The limbic system processes emotions, attachment, and relationships; staff must actively validate and name the child's feelings to foster connection and calm the emotional centre.
• Reason (Cortex): The cortex handles logic, planning, and consequences. Cognitive problem-solving can only occur once the child is fully regulated and connected.

Implementation: The Three-Step Approach

Step 1: Regulate

• Objective: Lower arousal and transition the child out of a survival state.
• Strategies: Create a low-stimulation or safe space, use a calm vocal tone, offer rhythmic actions (e.g., walking), use sensory tools, or breathing exercises.

Step 2: Relate

• Objective: Notice, name, and validate the child's feelings.
• Strategies: State what is observed instead of asking interrogative questions.
• Scripting: "I can see you are feeling frustrated right now. It is okay to feel frustrated; I have felt that way before too." 

Step 3: Reason

• Objective: Set clear behavioural boundaries and collaboratively solve the problem.
• Strategies: Explicitly separate the emotion from the behaviour. Scaffold alternative ways to handle the situation for next time
• Scripting: “When your friend took your equipment, you felt angry, it’s ok to feel angry but it’s not ok to hurt/ shout at your friend. What could you do next time? You might want to ask your teacher for some equipment. How can we put things right with your friend?”

Key Implementation Guidelines for Staff

• Self-Regulation First: Staff must recognise their own emotional response and ensure they are entirely calm before attempting to co-regulate with a pupil.
• Maintain Neutrality: Remain calm, non-confrontational, and non-judgemental throughout the process.
• Universal Application: Emotion coaching is a universal approach, beneficial to all children, not just those with identified trauma or SEMH needs.
• Boundary Clarification: Validating an emotion does not mean approving of unsafe or disruptive behaviour. All emotions are acceptable, but not all behaviours are.

6. Recognition

Class teams consistently employ the Co-op Academy Delius Reward and Recognition system, rewarding pupils for a range of different positive outcomes, including behaviour which will reinforce positive behaviour outcomes. All rewards are equivalent to 1 Co-op Coin.

• Each pupil has a space on their class token board, where they can place earnt tokens and when a pupil collects 10 tokens, they are able to visit the Co-op Reward Shop and choose a reward.
• Pupils may earn ‘Gold Tokens’ for significant achievements which can be recognised by members of the Senior Leadership Team.
• Some pupils may require bespoke, motivator based rewards which are based on instant-reward as delayed gratification may be difficult to achieve initially. These should be well planned out and consistently used, with the view to extending the time between rewards as the goal of the approach.

All rewards are communicated with parents and families on Class Dojo. Awards are given for:

• pupils fulfilling their leadership responsibilities (see section below)
• showing the four ‘Ways of Being’
• being a ‘Super Learner’.  These tokens are awarded to pupils showing the attributes of a skilled learner (not simply those who attain highly), such as perseverance, team work, problem solving, showing initiative, communication skills, practice, independence, progress etc.

Extra reward

• Five Co-op coins for being on time and attending every day in a week

Weekly Rewards

• Pupils with the most Super Learner tokens during the week will be celebrated in assembly.
• Pupils with the most ‘Ways of Being’ tokens during the week will be celebrated in assembly.

Termly Rewards

• Attendance 98%+

Annual Rewards

• Attendance and punctuality 98%+
• Super Learning of the Year
• Ways of Being Advocate
• Overall Co-op Coin Champion

Accumulation of rewards:

At Co-op Academy Delius we have 4 house teams.

• Every member of our school community, pupils and colleagues, are assigned a house when they start their journey with us.

• There are multiple points throughout the year where our community works within their house, for example, during sports day.

• Each member of our academy community works to earn tokens for their house team, with the winning house receiving a special reward twice per year.

7. Classroom Expectations

All pupils within the academy will demonstrate the pupil code of conduct in line with the pupil’s pathway principles. In some classrooms, Classroom Rules are appropriate to promote, support and reinforce positive behaviour.These should be:

• Few in number
• Agreed collaboratively with the pupils
• Communicated in a way that the pupils can understand
• Positively framed
• Regularly referred to by the class team
• Appropriate to the developmental level of the pupils.

Where developmentally appropriate, these rules should be underpinned by the following:

1. We are sensible around school.

2. We follow classroom routines.

3. We communicate safely using total communication approaches.

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

5. We respect other people’s games.

6. We always communicate and act respectfully.

7. We act safely around others.

8. We work hard and allow others to learn.

Routines and structure are essential in supporting our pupils to understand expectations and to help predict the world around them, lessening anxieties.

Class teams should:

• Help embed routines and structure through appropriate communication strategies such as visual timetables, touch cues, objects of reference, verbal cues and sound signifiers.
• Once structure and routines are established and pupils are well regulated, staff teams should reflect on how to support pupils to adapt to changes in routine in a safe, planned out and supportive manner.

Communication to Support Positive Behaviour

Communication is a crucial element to effectively supporting pupils to manage and navigate emotional and sensory dysregulation which directly impacts pupil behaviour.

Class teams should employ a Total Communication approach for all pupils, utilising alternative and augmentative communication devices and resources to ensure pupils have opportunities for expressive & receptive communication in all that they do.

Class teams need to consider the following and how it can impact on our learners’ ability to regulate and manage their behaviour positively:

• Opportunities for pupils to have a voice, make choices and express their needs.
• Some pupils may need extended processing time to respond to interaction, requests and dysregulation.
• Some pupils may have difficulty with verbal and non-speaking communication
• Difficulty in comprehending social rules and conventions
• Difficulty in understanding their own & others emotions and being able to express these
• Difficulty in predicting what will happen next - causing anxiety
• Limited awareness of danger
• Difficulty in adapting to new or unfamiliar situations
• Difficulty in managing social relationships and/or interactions with peers including friendships and falling-out / incidents of bullying.

Staff will recognise that effective use of Total Communication Approaches can positively influence pupil behaviour through the following means:

• Object permanence - spoken language disappears
• Allowing time for language processing
• Visuals prepare students for transitions, allowing them to feel less anxious and self-regulate better.
• Visuals help build independence, confidence and self-esteem.
• Visuals are transferable between different contexts.
• Effectiveness of visuals when pupils are dysregulated as they replace the need for social interaction which can aid de-escalation.

The quality of classroom provision needs to be considered for positive behaviour outcomes:

If we are able to support each pupil at their individual level of need and development, it is more likely that negative behaviour will decrease.

To do this, we must:

• Have communication systems and resources readily available when a pupil is becoming dysregulated.
• Have a good understanding of pupils sensory processing needs and have appropriate strategies and resources available to support the learner to access sensory strategies that may support them to regulate.
• Provide a classroom environment conducive to positive behaviour which enables all pupils to learn and regulate effectively.
• Accurately assess and understand pupils' needs by referring back to their EHCPs, Annual Review notes, and PBSP’s or BIPRA’s.
• Support pupils to develop high self esteem, so that they believe that they can succeed.
• Give frequent positive reinforcement when things are going well and minimal feedback for behaviour we wish to discourage.
• Have knowledge of what motivates pupils and use this as positive reinforcements.
• Actively teach Behaviour for Learning.

8. Expectations Around the Academy

The code of conduct explains clearly to pupils how they should behave both in the classroom and around school. In addition, at Co-op Academy Delius we expect pupils to:

• Transition around school in a safe and orderly manor
• Respect that there is always learning happening and therefore use quiet voices inside the building
• Ensure they look after  and behave responsibly in all inside and outside spaces
• Interact and communicate safely and calmly with others including any visitors

9. Expectations outside of School

We are proud of our community and want our community to be proud of us. Our pupils are our ambassadors when identifiable and in our uniform and so we expect behaviour walking to and from school, in the community, to reflect the high standards we have for them inside of the building.

We ask that parents and carers monitor behaviour of children immediately outside the school gates and whilst walking too and from school to ensure they are safe on the busy roads and that they are not causing blocks to the walkways for other pedestrians.

10.  Consequences

Members of staff always try to intervene with low-level misbehaviour at the earliest point in accordance with pupils positive behaviour support plans.

Although Co-op Academy Delius does everything they can to mitigate the need for consequences and sanctions, we know that students do make mistakes. If a student’s conduct falls below the expectations laid out in this policy (including expectations inside and outside school) the following consequences would apply:

It is important for learners to clearly link a specific behaviour with its consequence, however we do not endorse sanctions or punishments. For example, if a pupil disrupted an activity which made others feel unsafe, that learner would have a break, they would be supported by an adult to consider their actions, and when ready they may apologise to the group and then continue with the activity.

The consequence needs to be a natural consequence to support the pupils understanding of both positive and negative consequences.

Relationship Repair

We encourage our pupils and staff to always be given the opportunity to repair the relationship and move forward after a challenging incident. What this looks like can differ for individual pupils, from a discussion, to walking out to the buses together at the end of the day. There is a section of each Positive Behaviour Support Plan to accommodate this.

Recording

The member of staff who investigated or witnessed the incident will record it using the appropriate recording system for the incident that took place.

Recording Behaviour Incidents

• Frequent Minor Incidents are recorded on Arbor
• Significant Incidents are recorded using the Significant Incident Reporting Google Form and Arbor where Restrictive Physical Intervention has taken place.
• Inappropriate or Problematic Touch Incidents are recorded on CPOMS.

.

Class teachers will also maintain an open dialogue with parents & carers to discuss a child’s behaviour to ensure a collaborative approach to supporting behaviour.

Appropriate actions will be taken, inline with this policy and the Safeguarding & Child Protection policy.

11. Further Intervention and Support

Co-op Academy Delius is aware of the links between the SEND Code of Practice, our SEND processes and the whole school behaviour system outlined in this policy. Some special educational needs may pose a barrier or difficulty when applying the requirements of this policy, and require suitable adaptations, for example pupils with social, emotional, mental health difficulties and diagnosis such as Autism. We recognise our legal duty under the Equality Act (2010) to ensure reasonable adjustments are made that are personalised to the pupil’s strengths and needs, and regularly reviewed.

Reasonable adjustments can take the form of how the behaviour policy expectations are explained to children with SEND, so that they understand what they should and should not do.

In conjunction with the class teacher, the Designated Safeguarding Lead, the Behaviour Lead & members of the Behaviour Team will evaluate a pupil who exhibits challenging behaviour to determine whether there is a possibility of the pupil having underlying needs that are not currently being met.

Where required, strategies will be put into place to address and support, and reviewed using the graduated approach of assess, plan, do, review cycle. Liaison with external agencies will take place where necessary. Where appropriate, pupils who struggle to manage their own behaviour will be given specific, measurable targets (e.g. I will remain in my seat during lessons; I will put my hand up to speak; I will use only kind words). Some pupils will have an individual reward chart which acknowledges positive behaviour over short periods of time (e.g. 5 or 10 mins). These rewards will then accumulate for pupils to earn the Co-op Coins in line with their peers.

Where pupils display behaviours which could put themselves, others or the order of the academy at risk, positive handling plans and individual risk assessments will be put in place. Any restrictive physical intervention will be recorded in the bound book and communicated to parents/carers.

Adapted Approaches for Pupils with SEND

Positive Behaviour Support Plans (PBSP)

All pupils at Co-Op Academy Delius will have a Positive Behaviour Support Plan (PBSP) that outlines their stages of distress behaviour & identifies effective support strategies to meet the regulation needs for the pupil.

Behaviour Individual Risk Assessment (BIPRA)

Where pupils display behaviours which could put themselves, others or the order of the academy at risk, Behaviour Individual Risk Assessments (BIPRA’s) will be put in place.

Sensory Processing

Sensory processing needs can impact pupils' abilities to self-regulate and manage their behaviour. Sensory processing is the ability to register, discriminate, adapt and respond appropriately, both physically and emotionally to sensory input from the environment. Many pupils at Co-op Academy Delius experience difficulties managing their sensory systems therefore class teams should ensure that they:

• Organise the environment clearly, with visual cues and signposts
• Speak clearly, slowly and calmly, giving processing time.
• Sensory processing needs should inform suitable learning environment adjustments and support understanding of pupil actions.
• Support pupil needs through sensory circuits daily, providing a class sensory toolkit, and referring pupils to the Sensory Team for a sensory profile if their sensory needs are having a continuous negative impact on their learning. This referral may result in access to the Engine Room resource area for additional sensory processing support.
• Monitor physical and emotional well-being of pupils and recognise signals of being distressed, unwell, in pain or upset.

Self-injurious Behaviour

Self Injurious Behaviour is when a pupil physically harms themselves. This can be due to communication attempts or a response to internal sensory systems.

When self-injurious behaviour occurs, staff should:

• Work collaboratively with families and other professionals to find ways to prevent or replace this behaviour.
• Respond quickly and consistently when a learner self-injures.
• Keep responses low-key. Limit verbal comments, facial expressions and other displays of emotion. Speak calmly and clearly in a neutral tone of voice.
• Reduce demands: the task may be too difficult or overwhelming.
• Remove physical and sensory discomforts - consider sensory processing issues.
• Redirect and distract - use communication strategies.
• Provide light physical guidance - e.g. gently guide their hand away from their head
• Use barriers: place a barrier between the learner and the object that is causing harm. For biting, provide another object to bite like a chewy. Forehead slapping, a pillow or a cushion between the head and hand.
• Consider the use of resources such as helmets, arm gaiters, or gloves to protect a pupil when there is a risk of serious harm.

12. Child on Child Abuse

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

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

Co-op Delius Anti Bullying Policy.

Co-op Delius Child Protection Policy.

Keeping Children Safe in Education

13. Suspensions

We do not believe that exclusions are an effective way to support pupils with SEND. As such, we will always try to adapt and personalise provision to support our learners to enable them to access education.

In extremely exceptional circumstances, it may be necessary to exclude a learner for a fixed period of time and this would be considered very carefully. Decisions to exclude a pupil would be made on an individual basis and would be a reasonable and measured response.

This policy links with our exclusions policy. Internal exclusions, fixed term exclusions and permanent exclusions are only used as a last resort to address serious misbehaviour and/or when the sanctions in this policy have not been effective.

14. 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.

15. 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
• anything that has been or is likely to be used to commit an offence, cause injury,damage property

Wherever possible, searches will be carried out by two authorised members of staff, or contractor  by staff members of the same gender as the student, and with the student present as a witness. Searches that require physical contact or use of force will always be a last resort. Where the risk is considered significant, they will be conducted by a trained member of staff of the same sex as the pupil, or, if possible, and preferably, by a family member. If this is not possible (due to urgency of the situation) searches will be conducted by a permanent member of staff, with the appropriate training, of the same sex and an appropriate adult (of the same sex). In all cases, only outer clothing will be searched (pockets, bags, shoes etc). No member of the school community will conduct a search that reveals a student’s underwear or skin (beyond shirt sleeves).

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

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

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

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.

The academy follows all DfE guidance for searching, screening and confiscation which can be found here: Reference: Searching, screening and confiscation in schools - GOV.UK 

Power to use reasonable force  

Members of staff have the power to use reasonable force to prevent 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 Restrictive interventions, including use of reasonable force, in

schools which can be found here:

Use of reasonable force and other restrictive interventions guidance 

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

Mobile Phones / Devices

• Co-op Academy Delius is mobile phone-free environments by default.
• The default position is that pupils are not allowed to bring their mobile phones to school - for their own safety and security and for the comfort and peace of mind of others.

If there are exceptions to the ban of mobile phones for primary schools in upper Key Stage 2 the following applies (please use or delete as necessary):

• Phones and other devices (e.g. tablets, Airpods and Smart watches) must not be seen or heard on the school site between 8.00am and 3.30pm
• Mobile phones / devices must never be seen or heard inside the school building
• All staff should consistently enforce the school’s policy on the use of mobile phones.
• Staff should not use their own mobile phone for personal reasons in front of pupils throughout the school day.
• In exceptional and necessary circumstances a pupil may be allowed access to their mobile phone during the school day, where it is necessary due to the nature of their disability. This may be considered a reasonable adjustment supporting the specific needs of the pupil (e.g. Medical). This exception will be rare and will be regularly monitored and reviewed and where reasonable alternatives can be found they should be considered.
• Co-op Academy Delius will set out and communicate with staff, pupils and parent/carers how they wish to manage the use of mobile phones by pupils on residential trips or trips outside of the normal school day. This will ensure that pupils’ educational experience on a school trip is not disrupted by the presence of mobile phones and should consider prohibiting or restricting their use.

Reference: Mobile phones in schools - GOV.UK 

 Audio and video recording wearables

• In addition to the guidance around mobile phones and smart devices (including tablets and watches) and to meet modern safeguarding and security challenges, Co-op Academy Delius behavior policy enforces a zero-tolerance, "not seen, not heard, not worn" policy for all audio and video recording wearables across the school site.
• This comprehensive ban specifically targets smartwatches (including children's tracking models with remote audio activation), AI-enabled earbuds (e.g. AirPods Pro 2 capable of live translation or phone-streaming), smart glasses (e.g. Ray-Ban Metas), and clip-on AI badge pins. All such devices must be turned off and stored securely in bags upon arrival at school by students and parents attending for a meeting or school event.

Furthermore, to protect the confidentiality of sensitive discussions and ensure lesson integrity, the school enforces the following protocols:

•  Enforcement: Any broadcast, live-stream, or unauthorised capture of a lesson or school environment will result in immediate device confiscation, parent contact, and significant behavioral sanctions in alignment with the academy's disciplinary procedures.
• Consent & Broadcasting: Capturing audio or video of staff or pupils without explicit consent is strictly handled as a safeguarding breach rather than a minor technology misuse.
• Wearable-Free Zones: All meeting spaces including the SENCO room, Headteacher’s office, and safeguarding meeting spaces are designated strict wearable-free zones for all staff, pupils, parents, and visitors to prevent unauthorized covert recordings.

Appendix

Co-op Academy Delius Behaviour Incident Flow Chart