Manor Road, Huddersfield, West Yorkshire HD7 4QE | Tel:

01484 652954

Golcar Junior Infant And Nursery School


Golcar J I & N School Behaviour Policy

Golcar J I & N School Behaviour Policy reviewed September 2018


Cross reference to equality, SEN and Safeguarding policies


At Golcar School our central purpose is to provide a safe, challenging and child friendly environment in which everyone is inspired to learn and achieve.


Our three core values which underpin this are nurture, aspire and achieve.


We promote, teach and reinforce positive behaviour through the use of praise and recognition of good behaviours. We actively look for children demonstrating good behaviours. It is never the child but their behaviour which may need modifying. The success of this policy will be determined by its consistent application from by all school stakeholders.


At our school we believe that every child will:

  • Be successful and confident
  • Learn to make informed choices
  • Be friendly, polite and show respect and empathy for others
  • Enjoy learning
  • Be well prepared for their future and leave school with happy memories
  • Be happy and feel safe and secure
  • Recognise their own needs, rights and responsibilities and those of others


We value:

  • Consistency
  • Honesty
  • Fairness
  • Cooperation
  • High expectations
  • Mutual respect
  • Encouragement, praise and support
  • Partnership between home and school


Aims of the policy:

  • To enable children to develop a sense of self worth and a respect and tolerance for others;
  • To produce an environment in which children and adults feel safe, secure, respected and able to learn;
  • That stakeholders have a clear understanding of acceptable behaviour and consequences
  • To praise and promote good behaviour and create a happy and positive environment for all


Objectives for children to develop:

  • Responsibility for their learning and their environment;
  • The understanding of the need for rules;
  • Non racist; non-sexist; non socio-economic, non-physical differences attitudes;
  • An ability to make informed choices;
  • A sense of fairness;
  • A respect and tolerance for others’ ways of life and different opinions;
  • The ability to accept fair criticism.


Staff will:

  • Treat all children fairly (based on differing needs), irrespective of gender, race, religion, socio-economic or physical differences;
  • Work together to uphold and implement the behaviour policy consistently;
  • Be a good role model;
  • Be alert to signs of bullying and racial harassment and respond in line with school policies;
  • Deal sensitively with children by listening to them and responding appropriately using a restorative approach;
  • Create a stimulating and challenging environment which caters for all learners;
  • Recognise and actively seek to meet the different needs of individual children;
  • Have a class circle of trust behaviour chart and class promise which reflects our three core values on display;
  • Confiscate pupils’ property which is inappropriate. In the event of knives / weapons these will be passed to the HT;
  • Ensure that all children complete assigned class work which is appropriate to the child’s age and ability;
  • Record both positive and negative behaviours on CPOMs and significant incidents in the school’s green incident book.


Children will:

  • Treat others as they would like to be treated;
  • Accept responsibility for their own choices and actions;
  • Be aware of clear boundaries, rewards and consequences and work within these;
  • Be given opportunities to show responsibility by taking turns to do appropriate jobs;
  • Cooperate with other children and adults;
  • Respect property and the environment;
  • Keep their class promises.


Parents will:

  • Inform us of any changes at home which may affect their child;
  • Encourage independence and self- discipline;
  • Foster good relationships with the school;
  • Be aware and support the school’s expectations for behaviour.


Leadership Team will:

  • Support all stakeholders so that they are able to consistently implement this policy;
  • Provide staff with support with drawing up individual behaviour plans where necessary;
  • Follow up on serious incidents with all involved parties, when informed by members of staff;
  • Use a restorative approach when dealing with behaviour incidents
  • Update staff with information and training on using restorative approaches;
  • Search children and their property where suspicion arises around theft or safety;
  • Use reasonable force (Team Teach physical restraint) to prevent children committing an offence, injuring themselves or others, or damaging property and to maintain good order and discipline in the class room;
  • Investigate any incidents of reported or witnessed misbehaviour within the local community;
  • Refer to LA any malicious accusations made by children against school staff, where agreed protocol will be followed;
  • Review and amend the behaviour policy annually and publicise it to parents on the school website;
  • Hand over any weapons / knives to the police after confiscation.


The school promotes positive behaviour management and intrinsic motivation. We try to find every opportunity to praise children when they are showing appropriate behaviour. Children learn by example. All school staff have a responsibility in setting a good example as well as ensuring that the school rules are followed.

The school rewards positive behaviour in the following ways:


Verbal descriptive praise

Star chart / sticker charts / stickers

Marble in a jar

Achievement Assembly

Merit cards


Daily Star / Star of the Week

Letter home to parents

Team / table points

Smiley faces

Raffle Tickets



Golden time

Headteacher’s Award

Postcard home


Achievement board

Photographs on info screen


Secret Student

Thank yous

Caught being good slip



Individual class rewards for good behaviour are identified in the class welcome book.

Any child who has stayed in green all year will receive a certificate at the end of the year.


Unacceptable Behaviour includes:



Inciting others to take part in violence

Aggression- physical and verbal

Racial incidents

Homophobic abuse



Shouting out

Deliberately breaking equipment


an instruction

Answering back

Talking in assembly

Running in school

Name calling / put downs


Leaving class without permission





There will be zero tolerance for the behaviours in bold and children may be put in red and parents may be contacted. ‘Red’ incidents need to be reported to the SLT.


Additional and different provision will be in place for extreme and recurring behaviours. Identified children are likely to have a behaviour plan/pastoral support plan/positive handling plan and outside agency involvement is likely to be in place.



We do not wish to exclude any child from school, but sometimes this may be necessary. Therefore, when all reasonable strategies have been attempted and have failed (including internal sanctions and the application of any available support), exclusion is the next option for the school. Exclusions will be undertaken in-line with the Kirklees exclusions protocols.

Exclusions from School may result from very serious behaviours such as:

  • Agreed actions which do not result in improved behaviours
  • Physical assault
  • Bullying
  • Racist abuse
  • Sexual misconduct
  • Homophobic abuse
  • Absconding from school – placing self in danger



Golcar J I & N School October 2016 Governors’ Written Statement of Behaviour Principles

Governing Body Committee: Standards and Effectiveness
Policy adopted by the Full Governing Body

Rationale and purpose.

1. This Statement has been drawn up in accordance with the Education and Inspections Act, 2006, and DfE guidance (Behaviour and Discipline in Schools, 2014).

2. The purpose of the Statement is to provide guidance to the Headteacher in drawing up the school’s Behaviour Policy so that it reflects the shared aspirations and beliefs of all stakeholders in the school; governors, staff, parents and pupils, as well as taking full account of law and guidance on behaviour matters. It is intended to help all school staff to be aware of and understand the extent of their powers in respect of recognition and reward for good behaviour, discipline and sanctions for unacceptable behaviour and how to use them. Staff should be confident that they will always have the Governors’ support when following this guidance.

3. This is a statement of principles, not practice: it is the responsibility of the Headteacher to draw up the school’s behaviour policy, though the Headteacher must take account of these principles when formulating this policy. The Headteacher should also take account of the guidance in DfE publication Behaviour and Discipline in Schools: a guide for Headteachers and school staff (Feb 2014).

4. The Behaviour Policy is to be published on the school website and distributed to all members of staff via e-mail and available to all on request.


High standards of behaviour: The governing body of Golcar J I & N School believe that high standards of behaviour lie at the heart of a successful school which enables all of its pupils to make the best possible progress in all aspects of their school life and that all staff should be able to teach and promote good learning without interruption.

The right to feel safe at all times: All pupils, staff and visitors have the right to feel safe at all times in school and free from the effects of unacceptable behaviour. There should be mutual respect between all members of the school community and the policy should help to foster this.

Inclusivity: Golcar J I & N School is an inclusive establishment. All members of the school community should be able to work or study, free from any form of discrimination, harassment or bullying. (As laid down in the Equality Act, 2010). To this end the school must have a clear and comprehensive Anti-bullying Policy that is known and understood by all, consistently applied and monitored for its effectiveness. Measures to protect pupils from bullying and discrimination as a result of gender, race, ability, sexual orientation or background should be clearly set out and regularly monitored for their effective implementation.

Equality: The school’s legal duties under the Equality Act, 2010 in respect of safeguarding pupils with Special Educational Needs and all vulnerable pupils should be included in the Behaviour Policy.

School Rules: The School Rules should be clearly stated in the Behaviour Policy. These should set out expected standards of behaviour, should be displayed in all classrooms and shared with and explained to all pupils. The governing body expect the rules to be consistently applied by all staff.

Rewards: The governing body would like to see a wide range of rewards consistently and fairly applied in such a way as to encourage and reward good behaviour in the classroom and elsewhere. These should be made clear in the Behaviour Policy.

Unacceptable/poor behaviour: Sanctions for unacceptable/poor behaviour should be known and understood by all staff and pupils and consistently applied. The range of sanctions should be described in the Behaviour Policy so that pupils, staff and parents can understand how and when these are applied. The governing body strongly feel that exclusions, particularly those that are permanent, must be used only as a very last resort.

The policy should include the following in some detail:

Power to use reasonable force or make physical contact: the situations in which reasonable force may be used (including removing disruptive pupils from classrooms, or preventing them from leaving). A definition of ‘reasonable force’ should be included, which should also explain how and when pupils may be restrained. The governing body expect appropriate staff to be trained in the use of reasonable force and restraint.

The authority to search pupils for prohibited items and to confiscate where necessary, the governing body would expect the Headteacher to inform the relevant authorities when items prohibited by law, eg weapons, non- prescription drugs etc are brought onto the school premises.

The power to discipline outside the school gates: disciplining beyond the school gates covers the school’s response to misbehaviour and bullying that occurs anywhere off the school premises that is witnessed by a member of staff or reported to the school. This includes any misbehaviour when the student is taking part in any school organised or school related activity.

The Behaviour Policy should set out the disciplinary action that will be taken against pupils who are found to have made malicious accusations against school staff and the pastoral support that staff should expect to receive if they are accused of misusing their powers.