Glebelands Primary School

Stimulating Young Minds



We want children to feel safe and secure at all times when they are at school.


Staff monitor behaviour constantly because poor behaviour can result in children not making as much progress as they are capable of making and it can also affect their safety and well-being.


What our monitoring shows us, and the comments of visitors to the school, is that the vast majority of children behave in an appropriate manner throughout the time that they are at school.


Our approach to behaviour is threefold:

  1. We have a clear set of rules, rewards and sanctions;
  2. We look at ways to minimise opportunities for poor behaviour;
  3. We support those children who have difficulties with behaviour.


We have adopted Restorative Approaches to help resolve conflicts that can occur between children. Click on the link below to find out more.

1.  Rules, Rewards and Sanctions

Our Golden Rules are at the heart of managing behaviour in school. Marbles in the Jar in Foundation, and Golden Time in Years 1 to 6 are designed to reward the good behaviour that occurs most of the time. Put quite simply, if you follow the rules you get rewarded on a regular basis.

Staff use a variety of other rewards to further encourage children in all aspects of their time at school.

If children break the rules then a traffic light system in Foundation and missing minutes of Golden Time in Years 1 to 6 results in these children losing out on rewards. For more serious breaches of the rules, we have a set of sanctions that could ultimately result in a child being excluded from school.


Our Golden Rules

Do be gentle     Do not hurt anybody

Do be kind and helpful  Do not hurt people’s feelings

Do work hard  Do not waste your or other   people’s time

Do look after property  Do not waste or damage things

Do listen to people  Do not interrupt

Do be honest  Do not cover up the truth

Picture 1 Foundation: going down the traffic lights
Picture 2 KS1 & 2: losing minutes of Golden Time
Picture 3 Time out of the classroom
Picture 4 Time out of playtime
Picture 5 Reinforcing the Golden Rules
Picture 6 Incident form sent to parents
Picture 7 Exclusion - the most serious sanction
Picture 8 Celebrating those who show kindness to others


2. Minimising opportunities for poor behaviour

If children misbehave, we have to look at the reasons why this is happening. Poorly matched work, children who are constantly struggling or who are bored, uninspiring lessons and having nothing to do at playtimes all result in poor behaviour. This isn’t the case at Glebelands. Children are actively involved in lessons and speak with great enthusiasm about the work they are doing. There are plenty of things for them to do outside in break times so that they enjoy their leisure time.



Picture 1 Play activities for children at breaks
Picture 2 Using a keyring to borrow play equipment
Picture 3 Interesting lessons that engage

3. Supporting those with behaviour difficulties

As parents you will know that all children can have their moments. School is no different, but for the majority of children the sanction is enough to ensure there is no repetition of the behaviour. However, for some children our system of rules, rewards and sanctions do not work as effectively and for these children we need to modify our approach. Repeating what isn’t working is not going to solve the problem. There is always a reason for inappropriate behaviour and we frequently seek advice from professionals outside of school to help us. We provide additional help for these children so that they develop the strategies they need to use in order to follow our rules.


Whilst nobody would expect a child with learning difficulties to be treated the same as a child working at the appropriate levels, there is an expectation in the world at large that everyone should be treated the same way for behaviour. But treating these few children the same does not solve the problems they have, otherwise that’s what we’d do. Whilst it may seem unfair, modified rewards and sanctions do gradually change the behaviour of these high needs children.


We are developing a fourth strand to our approach to behaviour through Restorative Thinking. The majority of issues we have in school, as in the adult world outside school, result from children falling out with each other. The restorative thinking approach allows children to reflect on what they have said and done and how that has affected other people, in the hope that they develop a better understanding of the consequences of their actions and don’t repeat them. We are still at an early stage with this but the results so far have been promising.

Proposed Governor Statement of Behaviour Principles

School Awards