Behaviour Policy

Our Policy is displayed in full below but you can also download a PDF copy here:

Mission Statement:

Our academy motto of ‘Striving to be Co-op’ is the foundation on which our educational values are built. We seek to establish a culture in which openness and fairness is encouraged between our students, teachers and the wider community in a professional and efficient environment. Caring for others is promoted at Co-op Academy Swinton, where we understand that children have only one childhood. We aim for high achievement in an environment which is based on rewards not sanctions, that shares the common values of ‘respect’ and ‘honesty’.

Positive Behaviour Policy

To ensure outstanding behaviour throughout the academy

This relates to all students at Co-op Academy Swinton

At Co-op Academy Swinton we are ‘Striving to be Co-op’, thus adopting the Co-op ‘Ways of Being’. These values are:

  • Be yourself, always
  • Succeed together
  • Show you care
  • Do what matters most

Our ‘Striving to be Co-op’ Ways of Being ensure that we work together as a Co-op community to ensure that your child is successful in every endeavour, including outstanding behaviour.

To achieve these ‘Ways of Being’, we have developed a clearly defined school behaviour policy supported by ALL staff and governors, understood by students and parents/carers and consistently used.

We, at Co-op Academy Swinton, believe that the academy should play a vital part in promoting the spiritual, cultural, mental, social and physical development of our young people.

The ethos of the school should include a clear vision of the Co-op values and the Co-op ‘Ways of Being’, which matter within the academy and in the surrounding community. These should include respect for property, honesty, trust, fairness, self-respect and self-discipline.

There is a need for us to assist our students to grow up with a clear and acceptable view of what is right and wrong and to have an appreciation of the needs of others and of the society around them.

Staff and students identified four areas to be included in a positive behaviour policy as:

  • Communication
  • Expectation
  • Rewards
  • Sanctions


Communication should be:

“The provision of information, understanding and mutual support, so that problems with students can be solved in a more effective and consistent fashion”

and should also:

“Develop student awareness and understanding of discipline procedures and routines.”

Four areas are identified as being of prime importance to all members of the school community. These are:

  1. Communication between staff
  2. Communication with students
  3. Communication with parents/carers
  4. Communication with our Governing Body
  5. Communication with the Co-op Academies Trust

Communication between staff

Staff Meetings:
Core Senior Leadership Team – Extended Leadership Team – Pastoral Meetings – Faculty – Departmental – Whole Staff – Curriculum – Whole Staff Briefing – Pastoral Staff Briefing – Extra-curricular meetings – Teaching and Learning – Whole Staff Inset

These are an effective method of communication, both for information regarding specific students and
general information to the staff.

Student Planner

Behaviour Log Sheets

Form Tutor Behaviour Log

Progress Coordinator Behaviour Log

One to One:
Enables staff to communicate directly to one another to share information and good practice.

Is an effective way of exchanging specific and general information to staff.

Notice board:
The staffroom notice board is an extremely useful method of communicating vital information to staff.

Staff Weekly Bulletin:
This is an effective and useful method of communication between staff, and also to students.

A useful method of communicating students additions and inclusion placements within Retreat/Retreat+.

Staff Briefing:
Immediate and current issues discussed.

Year Team Meetings:
Immediate and current issues discussed in Year groups, one morning per week.

Communication with students

Teacher Actions – Home School Agreement – Rules – Student Online Report System – Communication from students – School Reporting/Monitoring – Signs – Praise – Progress Files – Form Time – STRIVE points – Newsletter – Assemblies – Letters of Praise – School Bulletin – Mentoring – Certificates of Achievement – Student Council – Noticeboard (School/Form) – Achievement and Rewards Week – Student Planner – Academy Website – Written Comments on Work – Peer Mentoring – Focus Weeks – Referral System – Pathways Evening – Careers Evening – Postcards sent home – Student Email – STRIVE – Behaviour for Learning

Teachers’ Actions:
Leading by example is felt to be an effective form of communication. For any policy to be successful then a consistent attitude is needed by all members of the teaching staff.

Staff should communicate to students with good manners and respect, whenever possible.

Rules and Expectations:
A minimum number of simple and easily understood rules displayed around the school and in classrooms. These rules should be common to all classrooms and consistently applied by all staff.

Information, procedures and directional signs around the school, prominently and colourfully displayed.

Form Time:
Form time is an effective time to pass on information and messages to the students. This time should also be used to convey our expectations of behaviour and ethos to the students, on a regular basis.

Weekly and end of term assemblies are a good method of communicating both positive and negative messages to the students.

Mentoring (including Peer Mentoring):
Mentoring is an effective way of improving the behaviour and motivation of students. Students may be referred to Learning Mentors via their Student Progress Coordinator or Year Manager.

Notice Boards:
Notice boards are a necessary and useful means of passing information to the students.

Academy Website:
The academy website has regularly updated information for staff, parents/carers and students. It communicates the successes of the students and includes important events and dates:

Focus Weeks:
The academy includes focus weeks as an effective way of communicating and highlighting achievement,  rewards, local and national events. For example; achievement and rewards week, anti-bullying week, primary enrichment week.

Careers Evening:
Careers Evening provides the academy with a platform to signpost post-16 opportunities for students and their parents and carers. It gives them the opportunity to talk to professionals from colleges, apprenticeship providers, careers advisors and local businesses.

Home/School Agreement:
The home/school agreement clearly sets out expectations of the staff, students, parents and carers. It is an effective way of communicating the expectations and standards of all parties.

Communication from Students:
Form time is the time that most staff interact with the students and receive feedback. Our School Council will endeavour to address students questions, anxieties, ideas, suggestions, etc. This will act as an effective means of cross communication. Student confidential boxes are also a means of communicating any problems/information to staff.

Every opportunity should be taken to praise students for effort, good work, good manners, good behaviour, taking part in school activities, etc.

Letters of Praise/ Reward Certificates:
See ‘Rewards’

Individual Awards:
See ‘Rewards’

Written Comments on Work:
Refer to ‘Assessment for Learning’

Referral System:
See ‘Sanctions’

Student Report Forms:
See ‘Sanctions’

School Reporting:
Refer to ‘Assessment Policy’

Newsletter and Website:
An effective means of communicating information to staff, students, parents and the local community.

Student Council:
Our Student Council is made up of representatives from every year. Each form selects two councillors from their form. They meet as a year group. In turn, the year group selects four Year Councillors who go on to the Student Council to meet the Headteacher. There are two Student council Committees one each for Key Stage 3 and Key Stage 4. They meet with senior prefects, Deputy Headteacher and Headteacher half-termly to discuss issues.

Student Planner:
The Student Planner is a comprehensive document, with detailed information of school procedures and
rules. The Student Planner is also used for homework setting, dates and target setting etc.

Communication with parents/carers

Standard Letters – Open Evening – Progress File – Letters of Praise – Intake Evening – School Handbook – Achievement Certificates – School Newsletter – Whole School Assemblies – Student Planner Comments – Parental Questionnaires – Interviews – Phone Calls – Reporting/Monitoring – Postcards home – Text Messages – Governors Disciplinary and Rewards Committee – Academy Website – Parents’ Evenings -SIMS Parent App

Standard Letters:
These may be sent to parents for a variety of reasons.

Achievement Certificates:
See ‘Rewards’

Student Planner Comments:
A direct weekly link between the Form Tutor, parents/carers and students.

Telephone Calls:
When telephoning parents on a behaviour/discipline matter, the teacher carrying out this task should liaise with the Form Tutor/Pupil Progress Coordinator/Year Manager.

First Day Telephone Calls:
The Year Managers and Social Inclusion Manager (Attendance) will ring parents on the first day their child is absent, if a message has not been received from the parent.

Text Messages:
The Year Managers and Social Inclusion Manager (Attendance) will text parents/carers to communicate important messages or dates. The text messaging service is also a general means of communication to all parents and carers.

SIMS Parent App:
SIMS Parent is our free parent App that gives you a multitude of communication and information features to stay in touch with what is going on at the academy. The App gives you direct access to your child’s attendance, timetable, absence records, achievements, behaviour and much more. You will also see that we update and change the information in the App as the school year moves along. Find out more at:

Parents’ Evening:
Our Parents’ Evenings are held for each year group once a year. A necessary part of academy life Parents’ Evenings are a useful means of conveying information regarding students work and behaviour.

Open Evening:
Held early in the academic year as an introduction to the academy and as a public relations exercise.

Intake Evening:
Held at the end of the academic year in order to inform and reassure new students and their parents of the academy’s commitment and expectations of the new partnership.

Newsletter and Website:
This is an effective means of communicating information to parents.

Online Report Cards:
A simple method of communicating the daily progress of their child. The feedback from the online report is usually oral feedback given weekly.

Student Report Forms:
See ‘Sanctions’

School Reporting:
Refer to ‘Assessment Policy’

School Handbook:
A necessary method of communicating specific information to the parents/carers of students. This should also be accepted as a contract between parents and the school.

Whole School Assemblies:
Seen as passing on to the parents/carers very positive aspects of the school in the community. A time to celebrate achievements.

Personal Interview:
The feedback loop must be consistently maintained by the interviewer. Parental /carers interviews to discuss a student’s behaviour is seen as part of a positive process in attempting to modify the problem.

Correction Log:
Form Tutors/Year Managers/Pupil Progress Coordinators will receive a weekly printout regarding students’ behaviour and corrections issued. Issues will be discussed with individual students.

Communication with Governors

The Headteacher – Newsletter and Website – Staff Representatives – Meetings

The Headteacher:
Through the variety of meetings the Headteacher conveys information regarding the academy’s progress. Curriculum, Financial, Buildings, Staffing, Student Discipline and Rewards Committee deal with the different aspects of the academy. Members of senior staff and staff representatives service these meetings and report back to the whole staff.

Newsletter and Website:
See ‘Communication to Students’ and ‘Communication to Parents’.

Staff Representatives:
These are elected on a four yearly basis by the staff. These representatives are the staff’s spokesperson in reporting to and from the Governing Body.


The academy’s expectations of students:
Strive to be Co-op – Rewards and Sanctions – Uniform – Display the ‘Ways of being’ – Anti-Bullying (follow policy) – Equipment – ‘Respect’ – Punctuality (arrive on time) – Look after personal property – Attendance (achieve school targets) – Behaviour – Valuables – STRIVE – Behaviour for Learning

Co-op Academy Swinton has clear expectations that SLT are here to support staff and students in maintaining acceptable standards of behaviour. We are relying on all staff to establish minimum standards in all of their lessons with all of their classes. We will support you at every possible opportunity to manage behaviour and raise standards for our students. Here are a few examples of SLT and our academy’s

  • Objectives will be visible at the front of the room for every lesson.
  • All students and staff will have coats off (unless special cold circumstances prevail)
  • All mobiles phones etc. will be switched off
  • No student will have earphones plugged in unless it is connected to a learning device such as a laptop or PC
  • Students in your lesson will be those on your class list (unless by agreement)
  • Teachers and staff will ensure that all students are actively engaged and on task
  • Students on report will be given a verbal summary of their behaviour during and at the end of the lesson and the report completed on lesson monitor in that particular lesson.
  • Teachers and staff will make every effort to maintain the highest possible standards of work and
    behaviour at all times
  • PE – students will wear studded boots outside of school and put their boots on at the mat near the
    external door (not inside school). Hats will be off and hoods back when inside the building.
  • We are committed as an academy to maintain high expectations in everything that we do as an academy community and beyond.

Striving to be Co-op

Show You Care:
STRIVE – We care about our academy, creating an environment of trust, safety and respect, now and for the future. Around our academy you will see:

Respect – We listen when others are speaking

  • We display respect by opening doors for each other
  • Everyone uses good manners
  • We are respectful and quiet when others are speaking
  • No litter or vandalism
  • Active involvement with extra-curricular activities
  • Engagement in supporting our charity and community events

Succeed Together:
STRIVE – Success is a measure of our determination, we’re better and stronger when we work together. Around our academy you will see:

Success – We stay on task in lessons

Togetherness – We are always on time

  • We stay on task in lessons to achieve outstanding progress
  • We work hard to exceed our academy attendance target
  • The development of skills for future employment and training
  • We show enthusiasm when celebrating the achievements of others
  • Everyone contributing to class discussions, whilst allowing others to develop our ideas

Do what matters most:
STRIVE – What matters most is ensuring that our students achieve the best possible outcomes. Around our
academy you will see:

Effort – Our homework is handed in on time and to a good standard

  • That we question, challenge and push ourselves everyday
  • Everyone arrives punctually to the academy and to every lesson
  • Everyone has the basic equipment with them for all lessons
  • Any form of bullying, intolerance or unacceptable behaviour is reported and challenged
  • Our uniform is worn correctly with pride
  • People displaying positive behaviour everywhere
  • We are ambassadors when in the community

Be yourself, always:
STRIVE – We bring our best self to the academy, we all contribute and respect others for doing the same. Around our academy you will see:

Independence – We have our basic equipment with us for all lessons

  • We all actively engage in learning
  • Creativity and self-expression shared freely
  • People speaking confidently with an audience
  • Everyone embracing differences and uniqueness
  • An appreciation for people who learn in different ways

STRIVE ‘Behaviour for Learning System’:
Students must realise that making good choices around positive learning behaviours will be rewarded whilst making poor choices will have consequences. Our STRIVE system of consequences are as follows:

A student will be given two reminders to help them make the correct choice for learning. If after that they choose not to uphold the STRIVE learning standards, they will receive a SAME DAY correction AFTER SCHOOL. Students will be informed of the correction by the class teacher and we will make every effort to notify parents/carers by text of a same day correction before 3pm that day.

If a student receives more than one correction per day, then the amount of time spent in correction will
increase in line with the number of corrections, see below:
1 correction = 30 minutes
2 corrections = 40 minutes
3 corrections = 50 minutes
4/5 corrections = 60 minutes

Should a student continue to make inappropriate choices there will be an escalation of consequences as follows:

  • Not attending the after-school correction will result in a 1-hour detention after school the following day
  • Failing or not attending the 1-hour detention will result in being isolated and spending the next day with the Form Tutor/Form Team
  • Failing the isolation with the Form Tutor will result in a day in Retreat
  • Failing a day in Retreat will result in a day in Retreat+
  • Failing the day in Retreat+ will result in a fixed term exclusion from the Academy.

Should any student choose to exhibit extremely challenging behaviour (such as swearing at a member of staff) they will be immediately isolated with the form team and then spend the next day in Retreat.

Students upholding the STRIVE learning standards for the week, and therefore not having any after school corrections, will be allowed to leave school at 2:35pm on Friday instead of attending form time. This is a significant reward that our students look forward to. We will presume that parents/carers agree to them leaving school at 2:35pm on Friday.

One of the great successes of our school has been the partnership between ourselves and parents/carers in securing the highest outcomes for the students, and we are confident that your continued full support will result in a positive impact on your child’s learning experiences at school.

Anti Bullying – The ‘Seven Steps’ Approach

The Seven Steps Approach:
The academy adopts a ‘no blame approach’ to bullying whereby no blame is attached to a particular person or group. The approach works by ensuring that the victim feels safe and secure whilst attempting to change the behaviour of the bully/bullies. (See Anti-Bullying Policy)

Step 1: Interview with the victim about how they are feeling
When the member of staff finds out that the bullying has happened they will talk to the victim.

Step 2: Arrange a meeting with the people involved

Step 3: Explain the problem
Tell the group about the way the victim is feeling. No details are discussed.

Step 4: Share Responsibility (‘No Blame’)
Blame is not given to anyone but the group are informed that they do have a responsibility and they can do something to help.

Step 5: Suggestions
Group members are encouraged to make suggestions as to how they can help make the victims time in school better.

Step 6: Leave it up to them
The responsibility is passed over to the group to solve the problem. The member of staff arranges to meet with the group to see how things are going.

Step 7: Meet them again for individual interviews
About a week later the member of staff discusses with each student, including the victim, how things have been going. This helps to monitor the bullying and keep all the individuals involved.

Our Seven Steps incident sheet is completed for each incident by the member of staff facilitating the Seven Steps approach. This is placed in student files, a copy given to the senior line manager of the particular year group and to the Deputy Headteacher.


Always make sure you are in your Form room no later than 8:30am. If you arrive late for school you must make sure that you report either to your Form Tutor or the school office. Students should make every effort to arrive at class on time.

Late marks count as present. If you do not report in, it will be assumed you are absent and it will be marked as an unauthorised absence.

Through the newly introduced Lesson Monitor system student’s punctuality can effectively and efficiently be monitored. Achievement points can be given to students who arrive to lessons on time and if a student is late then the member of staff will place a comment on the register to indicate how late the student was. This enables the teacher to effectively monitor student’s punctuality in all lessons.

To class:

  • Register students at the beginning of the lesson
  • Make a note on the lesson monitor of any late comers and challenge why they have arrived late
  • Issue a correction
  • Persistent lateness – refer to Director of Learning/Pupil Progress Coordinator


The proper place for you to be on a school day is at school. If you are not in school it must be for a justifiable reason, eg. illness.

If you are absent from school, your parent/carer must ring the academy on the first day of absence and you must bring a letter to your Form Tutor when you report to explain why you have been away. If you know in advance that you are going to be away you should bring a letter for your Form Tutor giving the reason and details. If you are away for more than three days, please ask your parent/carer to contact the school office and tell us what is wrong – it saves your Form Tutor worrying. You will be expected to copy up work missed due to absence.

Your Form Tutor will enquire about and investigate unjustified absences, possibly with the help of the Year Manager and Social Inclusion Officer. If there are problems, talk to someone first, your Tutor, for instance. Truancy will not make the problem go away – it will probably make things worse.

Totals for attendance and punctuality will be included on your Annual Report and will be recognised as part of Co-op Academy Swinton’s Reward Scheme.

Uniform and Equipment

The academy lays great stress on the importance of academy uniform in creating an atmosphere of smartness and discipline. We recognise students who consistently wear the correct uniform by awarding achievement points (see rewards section).

  • Academy Blazer* – blue with academy logo
  • Academy Jumper* (optional) – grey v-neck with academy logo
  • Shirt – light blue, plain
  • Academy Tie* (clip-on style) – available from Whittakers or our School Office
  • Skirt* – Trutex navy blue, stitch-down pleat (other skirts will not be accepted)
  • Trousers – black tailored trousers only (no cord or denim)
  • Shoes – plain black with NO additional colours (suitable black, low-heeled shoe, no trainers, boots or leisure shoes)
  • Socks – plain black (knee length for girls)
  • Tights – black (plain, not patterned)

Items (marked *) can only be bought from Whittakers Schoolwear

Health & Safety:
For health and safety purposes, jewellery and false nails are not to be worn. A wristwatch may be worn. Denim jackets/combat pants and other fashion wear, including trainers, should not be worn.

Excessively bright and unnatural colours (includes streaks, braided extensions), tramlines and shaven patterns will not be allowed. This includes hair that has been shaven at different lengths, Mohican style haircuts or any unblended shaved patterns. The Headteacher will have the final judgement to deem the hairstyle appropriate or inappropriate to academy policy.

PE Kit:
Correct kit must be worn for all PE lessons. All students will be expected to take part, unless a valid note is produced, signed by a parent or carer. If a child has a medical condition, which may affect their long-term participation, then they may be asked to bring in a medical note or evidence from your family GP. Students will not be allowed to wear training shoes or socks for gymnastics. Students may wear navy tracksuit bottoms for PE lessons during periods of cold weather and at the teacher’s discretion.


  • Academy polo shirt* – synthetic blue with academy logo
  • Shorts – plain navy blue
  • Football/rugby socks – plain navy
  • Trainers/pumps – for indoor use
  • Football/rugby boots – for outdoor use
  • Academy long sleeved jersey* (optional)


  • Academy polo shirt* – white with academy logo
  • Shorts – plain navy blue
  • Leggings – black footless for indoor use
  • Socks – plain black
  • Trainers/pumps – for indoor use
  • Hair bobble
  • Academy hooded top* (optional)

If a student is out of uniform then the Form Tutor should be the first person to deal with the student. A note should be requested to explain why the student is not wearing the correct uniform – note in Student Planner (Permission to wear non-uniform) or a phone call home made by the Year Manager to find out what the problem is. Students without the correct uniform will receive a STRIVE correction of 30 minutes. Students may be sent home to change their uniform if parental permission is obtained.

Persistent offenders should be referred to the Pupil Progress Coordinator and may be placed in Retreat or sent home with parental permission and the understanding that if a child leaves school premises they are the responsibility of the parent/carer.

No resolution – refer to Senior Line Manager.

Students are expected to provide themselves with the basic equipment for lessons. These should include:
Pen, Pencil, Rubber, Ruler, Calculator, Cashless System Card and just as important – a suitable bag for books and equipment

Equipment can be purchased via Year Group support staff.

Students are also expected to bring in their Student Planner and cashless system card on a daily basis. Any student who loses their planner or cashless system card will be expected to replace it at a cost to themselves.

Student Planners will be monitored on a weekly basis and achievement points awarded for correct use. If the student continues to attend school without the correct equipment an appropriate sanction will be given.

Personal Property:
If you find something that someone has lost, please hand it in to the school office. If you lose something, tell your teacher, Year Manager or Pupil Progress Coordinator so that it can be quickly found.

All property should be clearly marked with your name.

Lockers can be purchased on an annual basis, which will allow students to store their property.

Mobile phones may be brought into school and used at break and lunchtime only. However the mobile phone will remain the responsibility of the student. The academy accepts no responsibility for the loss, theft or damage of a mobile phone or similar devices. They should not be visible or switched on during lesson time (more information is available through our academy’s Mobile Phone Policy).

Student Permission Sheets:
These sheets are seen as an effective and simple method of recording and passing on information. Two of the sheets are in each Student Planner and students must always have their planners with them in school. Staff should always complete these sheets so that patterns can be identified easily.

They are:

  • Permission to wear non-uniform clothing
  • Permission to be out of lessons
  • Permission to be out of school

The layout of these sheets is kept as simple and tidy as possible so as to avoid any confusion. Reasons, dates and times should be completed and signed by the tutor.

Staff will not allow groups of students to leave their lesson and do not send students out unless it is necessary.

To be out of lessons: Examples being:
Student Services (pastoral), toilet (students should only be sent to the toilet if the teacher thinks it is necessary or if students have a toilet pass, this will be monitored by the member of staff responsible for the toilet key)

Urgent: Errands, appointments (careers, PPC, Year Managers, SLT or the school office etc.)

To wear non-uniform: Explain the item and fill in ‘from – until’ and sign. Please fill in the Student Planner regardless of whether students have brought in a note from their parent/carer.

To be absent from school with official approval: Examples are;

  • Doctors appointment
  • Dental appointment
  • Hospital appointment
  • Opticians appointment
  • Nurture Group

Nurture Group

The National Curriculum (DfEE and QCA, 1999) sets out a ‘statutory inclusion statement on providing effective learning opportunities for all students’; it acknowledges that some students may be at a disadvantage unless curriculum planning is specifically designed to meet their needs.

The Nurture Group for disaffected students makes a particularly important contribution to raising the literacy and numeracy standards of the students concerned:

‘The Nurture Group makes an essential contribution to all students’ lives by helping individual students raise their self-esteem, and teaching the whole school community important lessons about tolerance and coping with difficult situations’. (Boxall. M,Nurture Groups In Schools, 2002)

At Co-op Academy Swinton, up to 18 students with very specific needs, attend this intervention on a daily basis. These lessons are very carefully planned and intricately organised to match the needs, ages and abilities of all students. The provision is highly successful.

Most of the students have found it difficult to conform and concentrate in a larger class environment and this has affected their past learning. Within the Nurture Group they are safe to work at their own level and speed and this promotes better learning and better self-esteem. The students feel successful and therefore make good progress.

Ultimately, the academy Nurture Group aims to fully reintegrate all the students successfully into mainstream education and help them adjust to and operate within the new environment through building their understanding, independence and personal responsibility.

Nurture work with parents/carers as well as the child for the best outcomes for the young person. This is done by parental surveys, letters and by telephone. Once a year Nurture hold a unique parents/carers evening where the child. brings their parents/carers to share their school successes.


Rewards used in school examples:
Letters home – Attendance certificates/awards – Staff praise – Postcards – Awards – Display of work – Year Assemblies – External examination certificates – Marking – Certificates – Written comment in handbook – Positive referral – Whole school assembly – ‘Striving to be Co-op’ points systems – Presentation Evening – Rewards Day – Subject prizes – Governors Rewards – Service to the school Awards – Early Lunch Vouchers – Praise in Public

Rewards used in school:
Co-op Academy Swinton is fully committed and aware of the need to offer rewards as well as consequences to motivate and encourage positive behaviours.

From this wider viewpoint the process of behaviour management must include the positive approach of praise, encouragement, incentives and rewards as well as the more negative one of consequences.

Almost everyone responds to the congratulatory ‘pat on the back’, and so besides the usual written comments in books or verbal praise for effort or work well done, Co-op Academy Swinton has decided to incorporate a scheme, which embraces this encouragement.

Staff Praise:
Students who have produced particularly good pieces of work and deserve credit may be sent to other staff for further praise and given achievement points. Praise should result in improved classroom behaviour; academic performance and raise self-esteem. Praise can be both formal and informal and be a function of our day-to-day routine and the responsibility of all staff. Excellent achievement in academic or social aspects of performance should be acknowledged by staff, and students then referred to the Director of Learning or Pupil Progress Coordinator.

Display Work:
Throughout the school good quality work is displayed to raise student self-esteem and to encourage other children to raise their standards.

Marking should reflect student achievement and teacher approval and provide support, which will enable further improvement or student performance to occur. (see ‘Assessment for Learning’).

Written Comments:
Comments which provide support for development, encourage student endeavour, and acknowledge achievements should be provided where appropriate.

Letters Home:
If a teacher feels that a student has worked with consistent effort or that their behaviour, attitude, work, attendance or performance or deserves praise, then a letter informing parents and complimenting their child will be sent home. If a student represents the school within the community and receives praise from the outside agency, this achievement should be brought to the attention of parents.

Year Assembly – Praise in Public:
These should provide opportunity for praise and recognition of achievement and be used for presentation of statements of ‘Achievement Points’ winners, sports and other rewards.

Whole School Assembly:
Merits, certificates and other major awards should be presented here. The assembly should be a celebration of achievement.

An award will be presented each term to the form with the best attendance in their year group. In addition to this a shield will be presented to the form with the highest attendance in Key Stage 3, a cup will be presented to the form with the highest attendance in KS4 and achievement points given to all students in specific form groups.

End of Term – All individuals with 100% attendance at the end of each term will receive a certificate and receive achievement points.

End of Year – All individuals with 100% attendance at the end of each year will receive a certificate during the whole school assembly and their names will go into a draw for a prize, which has been chosen by the Student Council. For example: iPods, iPad, Trafford Centre Vouchers, iPhone, Blackberry phone

Presentation Evening:
This event takes place annually and awards and certificates are presented to students.

‘Striving to be Co-op’ Points Rewards System:
Our STRIVE points system allows students to collect points throughout the year that can be cashed in for a reward on a termly basis during achievement week. Our Student Council created a list of rewards that the students would like to earn by various methods (shown here):

During the calendared achievement weeks the students can then exchange the points that they have earned for prizes that have been selected by our Student Council. The more points that the students accumulate the better the prizes that are on
offer for example In addition to the all year round awards, our Student Council approved the following end of year prizes to encourage and motivate students throughout the year:

  • 5 x Blackberry phone for one student in each Year group (for the highest points achieved all year)
  • iPad (for the overall achievement points winner for the year)
  • 5 x Second Place £25 vouchers (for highest number of achievement points for the year)
  • 5 x Third Place £15 vouchers (for highest number of achievement points for the year)


At Co-op Academy Swinton we understand the need for consistent and fair approaches to sanctions given to students by various staff members. We understand the concept that ‘one fits all’ is not appropriate in all circumstances; however we feel the need to offer guidance and support to implement the correct punishment for inappropriate behaviour displayed.

We use various strategies to monitor and evaluate poor behaviour. This gives the school clear indication as to the inappropriate behaviours displayed by students and to inform parents and carers of the behaviours that their children are displaying.

Online Reports:
Form Tutor (Stage 1)
Pupil Progress Coordinator (Stage 2)
Senior Staff (Stage 3)
Retreat+ Report (Inclusion Officer)

Standard Letters:
Attendance – Homework / Coursework – Failure to attend detention – Punctuality – Student Handbook – Smoking – Positive Behaviour – Uniform – Trespassing – Behaviour/Attitude – Detention – Damage to property

Consistent approaches applied to inappropriate behaviour:
In addition to the above sanctions we are fully committed to supported staff to deal with children with behaviour needs. We do this using various methods as indicated below:

  • Withdrawal of privileges
  • Meetings with parents
  • Police and other outside agencies
  • Retreat placements
  • Retreat+ placements
  • Detentions
  • Youth Service
  • Pastoral Tour
  • Student Services
  • Counselling Service
  • Year Manger intervention
  • Referral to DoL
  • Referral to PPC
  • Team around the child meeting
  • CAF completion
  • Appearance before Governing Body
  • Permanent Exclusion

Good Classroom Management

Subject teacher deals with and tries to resolve the problem in the first instance.

It is imperative to ensure that the lesson is started promptly and on time to minimise any disruption to teaching and learning time. The STRIVE Focus Group has devised a concise policy that must be implemented consistently by all staff. All class teachers should ensure that the students are ‘meet and greet’ at the classroom door to set the tone of the lesson, then apply the starter policy. The starter policy creates a purposeful working environment for the students and ensures that the students are on task and therefore settled and ready for learning.

  1. Teachers meet and greet
  2. Coats off, planners, equipment, books/folders on desks, bags on floor, phones etc. off; all earphones etc. out of sight
  3. Students sit at desks on entry
  4. Begin starter
  5. Teacher takes class register, all share objectives (no copying of objectives)

What to do:

Disruptive Behaviour

  • Put outside the class for a maximum of five minutes
  • Monitor the student and award the student with an appropriate sanction
  • Do not send more than one student out of class at the same time

Students who are crossing the red line

  • Contact the DoL in the first instance, who may decide to move the student to Retreat, or alert a senior member of staff to make the decision on the next pathway

Disruptive behaviour continues in the same lesson

  • Move student to work on their own
  • Refer to DoL who will implement the faculty buddy system as indicated below, if a student has to be removed

Teacher: Mrs Fagan – removed to: Mrs Danton
Teacher: Mrs Danton – removed to: Mrs Fagan
Teacher: Mrs Covil – removed to: Mrs Tennant
Teacher: Mrs Tennant – removed to: Mrs Covil
Teacher: Mr Hood – removed to: Mrs Simpson
Teacher: Mrs Simpson – removed to: Mr Hood

Teacher: Mr Daly – removed to: Miss Hamer
Teacher: Miss Hamer – removed to: Mr Sloan
Teacher: Mr Sloan – removed to: Miss Hamer
Teacher: Miss Withers – removed to: Mr Sloan

Teacher: Mr Blackburn – removed to: Mr Sanderson
Teacher: Mr Sanderson – removed to: Mr Blackburn

Teacher: Mrs Shuttleworth – removed to: Mrs Hoggan
Teacher: Mrs Hoggan – removed to: Mrs Shuttleworth

Teacher: Mrs Hulton – removed to: Mr Lane
Teacher: Mr Dodd – removed to: Mr Lane
Teacher: Mr Lane – removed to: Mr Dodd

Teacher: Mr Moriarty – removed to: Miss Bicknell
Teacher: Mrs Casserley – removed to: Mr Moriarty
Teacher: Miss Bicknell – removed to: Mr Moriarty
Teacher: Mr Cavanah – removed to: Mr Moriarty

Teacher: Mrs Speakman – removed to: Mrs Johnson
Teacher: Mrs Johnson – removed to: Mrs Speakman

Teacher: Miss Kennedy – removed to: Miss Allen/Miss Brocklehurst
Teacher: Miss Allen – removed to: Miss Brocklehurst/Miss Kennedy
Teacher: Miss Brocklehurst – removed to: Miss Kennedy/Miss Allen

Teacher: Mr Toogood – removed to: Mr Robinson
Teacher: Mr Robinson – removed to: Mr Toogood
Teacher: Mr Shuttleworth – removed to: Mr Toogood
Teacher: Mrs McNamara – removed to: Mr Toogood
Teacher: Mr Flegg – removed to: Mr Toogood
Teacher: Miss Ahmed – removed to: Mr Toogood

Teacher: Mrs Schofield – removed to: Miss Benson
Teacher: Miss Benson – removed to: Mrs Schofield
Teacher: Mr Greenhalgh – removed to: Mr Jones
Teacher: Mr Jones – removed to: Mr Greenhalgh

Poor behaviour out of class

If a student is causing a disturbance/displaying poor behaviour out of lessons then the teacher who has identified the problem should try to deal with the incident.

If the problem is still unresolved then it should be referred to the Form Tutor, Year Manager or the Pupil Progress Coordinator who will issue the relevant sanctions.

Please see our ‘STRIVE Behaviour for Learning System’ for full details.

Report Cards:
Stage 1
This is the first stage of the online report system which is issued by Form Tutors who will usually use it to monitor behaviour, attitude towards work, attendances, punctuality and effort. It is the first stage of the online reporting system. At the end of the day the student must report to the form tutor to analyse the day’s performance.
Stage 2
This is the second stage of the online report system, which is issued by the year Pupil Progress Coordinator. It is the second stage of our online reporting system, and is usually used when a student fails to respond to any action taken by a Form Tutor. At the end of the day the student must report to their Pupil Progress Co-ordinator to analyse the day’s performance.
Stage 3
This is the third stage of the online reporting system, which is issued by the Senior Leadership Team. When a student is placed on ‘red report’ you must see the danger signs! At this stage your child will be giving the school great cause for major concern and could be at risk of permanent exclusion. It is the third stage of our online reporting system, and is usually used when a student fails to respond to any action taken by a Pupil Progress Coordinator. At the end of the day the student must report to their student Senior Leadership Team member to analyse the day’s performance.
Retreat + Online Report
Students will be issued with specific targets to monitor their behaviour and progress after being placed into Retreat +. These students will have specific targets and report to the Social Inclusion Manager at the end of the school day. Please ensure that online reports are filled in correctly after each lesson and the blue student card to be signed.

Placing a student on report

Student Report Form:

These reports are used when a Year Manager/Form Tutor/Pupil Progress Coordinator/SLT wishes to gain an overall view on a student’s progress/attitude/effort. The results are fed back to the student and parent/carer.

Retreat Guidelines

  1. Students may only be referred to Retreat by the Pupil Progress Coordinator, Director of Learning or SLT.
  2. Two students from the same incident should not normally be in Retreat together.
  3. There should be a maximum of EIGHT students in Retreat at any one time.
  4. No student should be put in Retreat for more than one day at a time.
  5. Students will be escorted to Retreat – they and the Retreat staff need to know the details of why they are there and for how long they are to remain in Retreat.
  6. On entering the retreat the student will hand to the teacher any mobile phone or iPods that they have in their possession. The device will be handed back to the student when their time in Retreat has been completed.
  7. The member of staff in Retreat must complete the retreat online logging system and appropriate paperwork, as per the instructions on the teacher’s desk in Retreat.
  8. Appropriate work will be set and placed into the student’s individual folder. Initially, a student will be asked to fill in an account of his/her actions, how the situation could have been avoided and what could be done to repair it. In addition a letter of apology will be completed by the student and given to the member of staff in question.
  9. If appropriate, the teacher may want to discuss this with the student once he/she has settled.
  10. Using the up-to-date schemes of work the student will have work set for them in line with the class that they are timetabled for. Each student will be given learning objectives for set work.
  11. Students in Retreat must NEVER be allowed to go around school to collect work.
  12. Ten minutes before the end of Period 2, students as a group should be TAKEN to the canteen if they wish to purchase a snack or drink.
  13. Five minutes after the start of Period 3, students should be taken, as a group to the Year 11 toilets.
  14. Retreat should be LOCKED when empty.
  15. If a student is intent on leaving Retreat, do not block his/her way. Let them go and telephone the school office to inform them of this. Log it on the appropriate behaviour and individual student logs. This student should then serve the correct time in Retreat the next day.
  16. Where all else fails, if a student refuses to co-operate or is determined to disrupt in spite of all possible interventions, seek advice from PPC or SLT, then contact a parent to collect.
  17. PPC’s should monitor students being placed in Retreat and take appropriate action if a student has repeatedly been placed in there.
  18. The supervising member of staff should enter the details of why the student has been placed in Retreat in the daily online logging system. From this the office staff will complete and post a letter to parents/carers to inform them as to why their child has been placed in Retreat.

Instructions for Retreat Staff

  1. Seat/greet student
  2. Ask student to fill in the ‘Student Account Sheet’
  3. Telephone the Social Inclusion Officer to advise them that the student is in Retreat
  4. Set appropriate work as indicated by the Retreat guidelines – student to put name and date on
  5. Fill in:
    – Online logging system
    – Individual student log
    – Complete letter of apology
  6. Leave all the paperwork on the teacher’s desk

When a piece of work is completed, please return to the class teacher to mark and ensure progress has been made. All other paperwork should be placed in the individual student’s folder – top drawer of the filing cabinet – in chronological order, earliest date first.

If it is coursework, please place the coursework in the teacher’s tray in the staff room.

All work should be named and dated.

Folders are in alphabetical order regardless of Year Group.

If it is a student’s first visit to Retreat, start a new folder – spares at the back of the filing drawer.

Put a name sticker on the front of the folder and file in the usual manner and clearly explain the expectations of Retreat.

Retreat+ Guidelines

  • Retreat+ is an alternative to fixed-term exclusions.
  • The maximum number of students in Retreat+ at anyone time is 6 students.
  • All placements in Retreat+ have to be authorised by the Headteacher or Deputy Headteachers in his absence.
  • SLT or Pupil Progress Coordinator will liaise with the Headteacher or Deputy Headteacher re: the internal exclusion. Once the Headteacher has made a decision, it is then the responsibility of SLT to contact the parent/s or carer of the student concerned to inform them of the placement. SLT, Pupil Progress Coordinator or Year Manager should then liaise with the Retreat+ Manager who will arrange for a letter to be sent home. A copy of the letter is passed to the Progress Coordinator /Year Manager to be placed in the student’s file. It will also be recorded on the Behaviour Monitoring System by the Retreat+ Manager.
  • A full description of the incident is required. Copies of all relevant statements need to be attached to the Retreat+ form, either prior or on admittance to the student’s placement in Retreat+
  • During a student’s placement in Retreat+ it is essential they follow the school curriculum this will assist in preventing disruption on return to lessons. Therefore there must be at least 24 hours notice before a student is admitted to Retreat+ to allow appropriate work to be set. The Retreat+ Manager will liaise with teaching staff to ensure that the appropriate and correct work is set for each individual student.
  • Any late arrival or poor behaviour in Retreat+ will lead to an extension of the student’s placement. The Social Inclusion Officer will liaise with the appropriate SLT/Pupil Progress Coordinator re: extension of the placement. Once the extension has been confirmed then the Retreat+ Manager will phone the parent/carer of the student to notify them of the extension.
  • If a student is absent due to a vocational placement, examinations or similar, then they will be allowed to attend their placement or examination and their placement in Retreat+ will begin a day later.
  • Whilst in Retreat+ sessions take place to give students a time to reflect on the behaviour that led to a placement, these include lessons and activities stressing empathy, anger management, and conflict resolution skills.
  • The Retreat+ Manager also liaises with the relevant staff (Pupil Progress Coordinator; Assistant/Deputy Head; Year Manager; SENCO; Learning Mentor and the Form Tutor) in school re: the number of placements a student has had in Retreat+. It may then be appropriate for a meeting to be held with parents/carers in school to discuss their child’s behaviour.
  • Once a student has finished her/his placement, she/he returns to mainstream lessons and placed on a monitoring report, to check her/his progress in lessons. The student reports back to Retreat+ Manager at the end of every school day to discuss the report. This report also has to be signed by parent/carer every day to check their child’s progress.
  • Relevant staff are informed of any strategies put into place for each individual student to ensure an alignment of effort.
  • Students are mentored for 1:1 sessions so as to review that progress is being made towards targets and objectives. Students are also supported in mainstream lessons in order to identify patterns of disruption and to obtain an objective account, which will go further in developing effective and consistent interventions.

Start/Finish Time:
Students report to the Year Manager no later than 9:15am on each day of their placement. They are expected to arrive in full school uniform.

A student’s placement in Retreat+ will finish at 3:45pm, which includes a compulsory detention, and this may be followed by an additional detention of 30 minutes if there has been a problem during their placement in Retreat+. The detention will then be extended until 4pm.

Break Arrangements:
Students in Retreat+ have their break in Retreat+. They are escorted to the canteen five minutes before the bell and will then return to Retreat+ where they are supervised. They are allowed a supervised visit to the toilet during this break.

Lunch Arrangements:
Students in Retreat+ have their lunch in Retreat+. They are escorted to the canteen five minutes before the bell, collect their lunch and return to Retreat+ where they are supervised. They are allowed a supervised visit to the toilet during this lunch break

They have a 10/15 minute supervised break in the yard after the other students have returned to form.

Example Letter
Internal Inclusion Centre (Retreat+) Placement:

Dear (Parent/Carer)
This to inform you that (child’s name) is to be placed under the direct supervision of our staff in Retreat+ for (number of days) from (from day/date to) inclusive.

The reason for his/her placement is (state reason). This decision has not been taken lightly and I am obliged to inform you that a student persistently placed in Retreat+ is at risk of permanent exclusion.

(Student’s name) should report to the year manager on duty at the medical room near the PE changing rooms in full school uniform no later than 9am on his/her first and subsequent mornings of placement on (date of first day).

(Student’s name) will remain in Retreat+ under direct staff supervision during all lunch times and must serve a compulsory after school detention of 30-60 minutes lasting until 3:30pm or 4pm on each day of his/her placement in Retreat+. Please ensure that they have enough money on their Cashless Card to purchase a lunch. If a student is on free school meals then the money will automatically be deducted from the card. Alternatively you may wish your child to bring a packed lunch to school.

Any student who arrives late to, or who exhibits poor behaviour whilst in Retreat+ will be given an extension to their time in Retreat+. We will notify you in writing or by telephone of any extension to their placement as well as the reason(s) for such an extension. On leaving Retreat+ (Student’s name) will be placed on a monitoring report for one week, to check their progress.

Any absence during the time placed in Retreat+ will be automatically made up on the first day of (student’s name) return to Co-op Academy Swinton.

Should you wish to discuss this matter further, pleased do not hesitate to telephone school on: 0161 794 6215 and ask to speak to:
Year 7 Mr Harrison (Assistant Headteacher) or Mrs Simpson (PPC)
Year 8 Miss Withers (Deputy Headteacher) or Mr Sloan (PPC)
Year 9 Miss Bicknell (Headteacher) or Mr Dodd (PPC)
Year 10 Mrs Fagan (Deputy Headteacher) or Mr Cavanah (PPC)
Year 11 Mrs Pope (Assistant Headteacher) or Mr Robinson (PPC)

Yours Sincerely,
Mr Mark Harrison, Headteacher

If a student’s behaviour continues to be poor after a number of sanctions and help has been put into place, then they may be excluded and/or asked to appear in front of the school governors.

Permanent Exclusions:
In serious cases a student may be permanently excluded from school. The Governing Body will make the final decision on the exclusion, which is then subject to the usual appeal process.

Fair Access Panel/ Managed Move:
The fair access protocol has been agreed in partnership between the local authority and secondary school Headteachers. We are committed to ensure that all children within Salford have a positive educational experience.

A managed move is a voluntary agreement between schools, parents/carers and a student for that student to change school or educational programme under controlled circumstances. Managed moves are often used as an alternative to permanent exclusion; the result is that no exclusion is formally logged on the student’s school record.

A managed move is different to the power of a school to direct a student off-site for the improvement of their behaviour. This is a particular power given to maintained schools under section 29A of the Education Act 2002 and is strictly time-limited. It is important that you clarify with the school the legal basis under which they are proposing that a child is sent to another premises for his or her education. A managed move can only be with the consent of all of those involved whereas direction off-site under section 29A can be done without the consent of the parents.

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