"I am impressed with the children's behaviour.  I love how the children get along with each other.  Everyone is included and relationships are strong"  Staff

"I couldn't speak more highly of the children, especially on residentials, trips out of school and performances." Staff

Behaviour both inside and outside the classroom is a strength of our school and is something that is commented upon when people come to visit our school or when we are out and about on visits.  We have very high expectations of our children and promote a positive, respectful culture where Character Education is a priority and weaved through our curriculum at all levels.  Morley Victoria is a safe, calm environment, we have clear routines and expectations across all aspects of school life - we expect all children to be ready, respectful and safe.  Pupils have high levels of self-control and are able to reflect wisely, learn eagerly and behave with integrity.  Being polite and well mannered is something we teach the children and expect from each and every one.  We also create an environment where they have pride in themselves, in others and in their school.

As a school we have been read the Paul Dix book - When The Adults Change Everything Changes and we are using this to tweak and change our approach to behaviour management, systems and procedures in school.  We have 3 simple whole school behaviour rules and all adults across the school use this common language - are you ready, being respectful and being safe?  Each classroom and team within school has rules that children follow – these are written with the help of the children.  There are many positive rewards for good behaviour but clear consequences for children not getting their behaviour right.  We have great staff and a highly experienced inclusion team who can help and support any child who is having difficulty with their behaviour.  We also have the Morley Cluster that we can draw on for support too if needed.  We work tirelessly to make sure we have things right in school for each child and always look for alternative strategies to isolation or exclusion.

Our Behaviour and Relationships Policy can be found in the Policies section of our website. Please click here to be taken to this page. Our Behaviour and Relationships Policy adheres to section 89 of the Education and Inspections Act 2006 and has been written in conjunction with the school Governors, the AIP (Area Inclusion Partnership), the Morley Cluster and links with our Anti-Bullying Policy and Procedures.

Morley Victoria Relationships and Behaviour Principles


  • All children, staff and visitors have the right to feel safe at all times at school and procedures should consider the requirements of Section 89 of the Education and Inspections Act of 2006 in relation to behaviour and safeguarding and promoting the welfare of children.


  • Morley Victoria Primary School is an inclusive school. Bullying or harassment of any description is unacceptable. All members of the school community should be free from discrimination of any sort. Measures to protect children should be set out in the Behaviour and Equality policies, reflecting the duties of the Equality Act 2010 and the Special Educational Needs and Disabilities Regulations of 2014.


  • The Governors believe children should be at the heart of everything that we do at Morley Victoria and that respect and relationships at all levels are vital for a happy, safe and successful school.


  • High standards of behaviour are expected. The school rules should be clearly set out in the Behaviour and Relationships Policy. We expect the children at Morley Victoria to be ready, respectful and safe.


  • Governors would like to see a wide range of rewards, consistently and fairly applied in such a way as to encourage and reward good behaviour around school.


  • Sanctions for unacceptable/poor behaviour should be known and understood by all staff and pupils, consistently applied and regularly monitored to ensure effective impact.


  • It is recognised that the use of rewards and sanctions must have regard to the individual situation and the individual pupil and the Headteacher is expected to use discretion in their use. Sanctions should however be applied fairly, consistently, proportionally and reasonably, taking into account special educational needs and disability and the needs of vulnerable children. Support and assessment from external agencies should be available support as necessary for pupils who display continued disruptive behaviour.


  • We believe children should be given opportunities and openly encouraged to support each other in the process of positive reinforcement and personal growth, learning and recognising good behaviour.


  • We expect pupils and families to cooperate to maintain an orderly climate for learning.


  • The Governors strongly feel that exclusions, particularly those that are permanent, must only be used as the very last resort.


  • The Governors wish to emphasise that violence, threatening behaviour or abuse by pupils or parents towards the school’s staff will not be tolerated. If a family member does not conduct himself/herself properly, the school may ban them from the school premises and, if the family member continues to cause disturbance, he or she may be liable to prosecution.


  • The Governors expect the Headteacher to include guidance and clarification for staff on their powers to search (for banned items), to use of reasonable force (make physical contact with children), and to discipline pupils for misbehaviour outside school (including notifying the police) witnessed by a member of staff or reported to school when:
    • Taking part in school organised or related activity
    • Travelling to or from school
    • Wearing school uniform or in some other way identifiable as a pupil