This policy supports our school’s ethos and fundamental values, which are: faith, respect and tolerance, concern for creation, honesty, and commitment. It also complements our school slogan, “Striving for academic and moral excellence.
“According to the Prophet (peace and blessings of Allah be upon him), “None of you [truly] believes until he loves for his brother that which he loves for himself.” This is according to the account of Abu Hamzah Anas bin Malik, the servant of the Prophet (may Allah be pleased with him). [Al-Bukhari] [Muslim] (See Hadith 13 in 40 Nawawi Hadith).
As a result, we firmly think that a successful school is one that encourages all students to grow as a full person and is built on high standards of conduct, wholesome relationships, respect, and compassion. Everyone is required to uphold the greatest standards of morality, to take ownership of their actions, and to inspire others to follow suit.
To ensure that the ideals of the school become important to our children’ lives, we will work as a team of parents/caregivers, students, and staff.
Policy Objectives
- This policy’s goals are as follows: Provide a consistent approach to behaviour management.
- Define what is undesirable behaviours, such as bullying and discrimination.
- Explain how students are expected to act.
- Summarise the duties and responsibilities of various members of the school community in terms of behaviour management.
- Outline our reward and punishment system.
Legislation and statutory requirements
This policy is based on advice from the Department for Education (DfE) on:
special educational needs and disability (SEND) code of practice.
Schedule 1 of the
Education (Independent School Standards) Regulations 2014; paragraph 7 outlines a school’s duty to safeguard and promote the welfare of children, paragraph 9 requires the school to have a written behaviour policy and paragraph 10 requires the school to have an anti-bullying strategy
Descriptions
When we attempt to set acceptable standards of behaviour, we recognise that they are objectives to be worked towards rather than just expectations. As a result, at BIGS, we think that the school plays an important role in the social and moral growth of students, just as it does in their intellectual development.
We monitor standards of conduct in terms of the children’s growth in relation to the school’s behavioural policy in the same way that we measure academic accomplishment and progress of our students throughout time.
Misbehaviour is defined as:
- Disruption in classes, corridors between classes, and during breaks and lunches.
- Failure to complete classwork or homework.
- negative attitude inappropriate uniform
Serious misbehaviour is defined as:
- Repeated breaches of the school rules
- Any form of bullying or child-on-child abuse
- Sexual violence, such as rape, assault by penetration, or sexual assault (intentional sexual touching without consent)
- Sexual harassment, meaning unwanted conduct of a sexual nature, such as:
- Physical behaviour like interfering with clothes
- Online sexual harassment such as unwanted sexual comments and messages (including on social media), sharing of nude or semi-nude images and/or videos, or sharing of unwanted explicit content
- Vandalism
- Theft
- Fighting
- Smoking
- Racist, sexist, homophobic or discriminatory behaviour
- Possession of any prohibited items. These are:
- Knives or weapons
- Illegal drugs
- Stolen items
- Fireworks
- Pornographic images
- Any article a staff member reasonably suspects has been, or is likely to be, used to commit an offence, or to cause personal injury to, or damage to the property of, any person (including the pupil)
Bullying
Bullying is defined as the repetitive, intentional harming of one person or group by another person or group, where the relationship involves an imbalance of power. BIGS has zero tolerance for any form of child-on-child abuse/bullying.
Bullying is, therefore:
- Deliberately hurtful
- Repeated, often over a period of time
- Difficult to defend against
Bullying can include:
| TYPE OF BULLYING |
DEFINITION |
| Emotional |
Being unfriendly, excluding, tormenting |
| Physical |
Hitting, kicking, pushing, taking another’s belongings, any use of violence |
| Prejudice-based and discriminatory, including:
· Racial
· Faith-based
· Gendered (sexist)
· Homophobic/biphobic
· Transphobic
· Disability-based |
Taunts, gestures, graffiti or physical abuse focused on a particular characteristic (e.g. gender, race, sexuality) |
| Sexual |
Explicit sexual remarks, display of sexual material, sexual gestures, unwanted physical attention, comments about sexual reputation or performance, or inappropriate touching |
| Direct or indirect verbal |
Name-calling, sarcasm, spreading rumours, teasing |
| Cyber-bullying |
Bullying that takes place online, such as through social networking sites, messaging apps or gaming sites |
Details of our school’s approach to preventing and addressing bullying are set out in our anti-bullying policy.
Roles and responsibilities
The governing board
The governing board is responsible for monitoring this behaviour policy’s effectiveness and holding the headteacher to account for its implementation.
The headteacher
This behavioural policy is reviewed and approved by the headteacher. The headmaster will ensure that the school environment supports positive conduct and that staff deal with unacceptable behaviour effectively, and he or she will monitor how staff apply this policy to ensure that rewards and penalties are implemented consistently.
Staff
Staff are responsible for:
- Implementing the behaviour policy consistently
- Modelling positive behaviour
- Providing a personalised approach to the specific behavioural needs of pupils
- Recording behaviour incidents
The senior leadership team will support staff in responding to behaviour incidents.
Parents
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.
Rewards and authorisations
Al Fajer Primary School makes use of an online behaviour and reward record. The online behaviour and incentives log was designed to provide advice to staff and students on the quality of behaviour that is required across the school. It was established to guarantee the smooth operation of the school and to provide a healthy learning environment.
It is so critical that teachers follow this policy consistently and that we all maintain the same standards in our classrooms.
Consistency is vital for the kids since they will grow acquainted with the policy and begin to follow it in a short amount of time.
This, we believe will result in positive personality development and a welcoming, supportive atmosphere for teaching and learning for all of us.
We must always remember that these children have been entrusted to us, and we must treat them as we would treat our own children. See Appendix 3 for examples of how to treat children in Islam following our Prophet Mohammed’s (peace be upon them) finest example.
When punishing pupils, we must make it obvious that the behaviour they took was bad, not them as a person, and we must support them when they demonstrate positive improvements in their personalities.
Rewards and Sanctions procedures
Rewards Procedure
The Behaviour Diagram
A ‘Behaviour Chart’ is prominently displayed in each classroom across the school. The chart is made up of five horizontal bands that are all different colours. At the start of each school day, we place an image or the name of each kid on the middle band (green). Staff move the names/photos up and down the list based on each child’s behaviour. Every kid is treated as an individual, with age and ability appropriate reasons for rewards and penalties.
Purple – outstanding behaviour throughout the day (10 housepoints awarded)
Blue – above-average behaviour throughout the day (5 housepoints awarded)
Green denotes predicted behaviour. When all the children in the class stay on green or above for the whole day, the class receives a merit.
Yellow – The youngsters will be given a verbal warning before being moved to yellow for low level disturbance. If they continue to act in this manner, they will lose five minutes of their break time.
Red – If children continue to interrupt their own and others’ learning, they will be sent to the red zone. This means they’ll get a red card and miss their break. If a youngster is responsible for a “serious incident,” they can go directly to red from any other hue. This will result in a single day of detention.
Rewards
We praise and reward children for good conduct in several ways, some of which are included below:
- Written remarks / stamps on children’s work.
- Sticker recognition.
- Public words of encouragement in front of the class, year group, or entire school.
- At the ‘Achievement Assembly,’ words of admiration and a certificate were given out. (A copy of the certificate is presented to the kid, and another is kept in the child’s Achievement Record.)
- Points for the house
- Class distinctions. (50 merits for their choice of class goodie)
- A child’s responsibility assigned by the instructor, such as Monitor.
- A commendation visits to a senior member of staff.
- Positive feedback from Parents’ Evenings and School Reports.
Household Points
Each youngster is assigned to one of four ‘houses’. Each house is named after a local historic home (Kedleston Hall, Chatsworth House, Haddon Hall, and Hardwick Hall), and each child will visit their house throughout their stay with us.
Children can earn ‘house points’ for their home for a variety of reasons, including:
- Politeness.
- Kindness to others.
- Praying.
- Good approach to learning.
- Homework completion at a good standard.
- Excellent presentation.
- Good work.
- Changing the colour of the behavioural chart to purple or blue.
House points are deposited in tubes and counted on a weekly basis. On a Friday afternoon, the house with the highest points gets an extra fifteen minutes of playing.
Merits
When every student behaves admirably, the class receives a ‘class merit’. The class merits are permanently posted in classrooms. When a class earns fifty merits, they are given an ‘activity afternoon’ of their choice.
Sanctions
The colour red
When a student goes to the red part of the class Behaviour Chart, he or she receives a red card. Parents are asked to sign the red card, discuss the matter with their child, and return the card to school the following day.
If a child obtains three red cards in one week, he or she will be subjected to an in-school detention.
Detentions
A child will be detained if a significant incident happens or if he or she obtains three red cards in one week. Detention implies that a student will miss the following two breaks as well as lunch.
Parents shall be notified of the detention and the grounds for it in writing. Parents are asked to sign it, talk about it with their child, and return it to school the next day.
When a student receives three detentions in a term, the Head Teacher will summon the child’s parents into school to discuss the behaviour, and the child will receive a “report card.”
Formalised Report Cards
A weekly ‘report’ system will be utilised after three detentions in a term. During this period, the youngster is removed from the behavioural chart. The report card is provided to the child, who must always have it with them. The card is signed by the parents and taken home at the conclusion of each day.
At the end of each session, the staff member who is responsible for the kid during the day will evaluate the child’s behaviour. This covers playground, lunch, and instructional periods.
The youngster will be detained for the entire day on the first day of the report. If there are no instances of poor behaviour, the youngster is granted breaktimes the next day.
The Foundation Stage and Key Stage One children will be assessed using a smiley face method.
😊Good Behaviour
😐Satisfactory Behaviour
☹Poor Behaviour
Key Stage Two students will be graded using a letters system.
A- Excellent conduct
B- Satisfactory performance
C- Poor Conduct
If a student has five or more incidents of bad behaviour on one report card, the child will be given another report card.
If child obtains three report cards, the parents will be told of the decision and that their child is on the verge of exclusion.
Exclusions
School discipline is critical to ensuring that all students benefit from the possibilities given by education. The government encourages principals to use exclusion as a discipline when necessary. Permanent exclusion, on the other hand, should be used as a last resort in response to a significant breach, or repeated breaches, of the school’s conduct policy, and when permitting the child to continue in school would substantially affect the kid’s education or the welfare of others in the school.
When a child is excluded by the head teacher, the parents must be notified as soon as possible of the duration of the exclusion and the grounds for it. They must also give parents with the following information in writing as soon as possible:
- The grounds for the exclusion.
- The duration of a fixed-term exclusion or, in the case of a permanent exclusion, the knowledge that it is permanent.
- Parents’ entitlement to make comments to the governing body regarding the exclusion and how the student may be engaged in this.
- The way any representations should be made; and
- if the governing body is required by law to examine the exclusion, parents have the right to attend a meeting
When contemplating exclusion, the Headteacher and Governing Body will consult the document ‘Exclusion from maintained schools, Academies, and student referral units in England’ and fill out an exclusions form issued by the Council.
Low-Level Disruption
Our goal is for all students to be able to learn to the best of their abilities, and we will not allow minor disruptions to hinder this. According to OFSTED’s ‘Below the Radar’ study, low-level disruption may include:
- Swinging on a chair
- Repeatedly tapping pencil
- Shouting out
- Making unnecessary noise
- Work avoidance
- Inappropriate verbal responses
- Anything which interferes with the ‘flow’ of the lesson.
Incidents of Serious Importance
In our opinion, a ‘serious occurrence’ is one of the following:
- Swearing
- Deliberate and malicious physical violence towards another person
- Stealing
- Deliberate and provocative racist comments
- Refusal to co-operate with a member of staff.
- Running away
- Rudeness or Insolence to a member of staff
- Deliberate damage to property
- Sexual harassment
- Bullying
Pupil support
The school recognises its legal duty under the Equality Act 2010 to prevent pupils with a protected characteristic from being at a disadvantage. Consequently, our approach to challenging behaviour may be differentiated to cater to the needs of the pupil.
The school’s special educational needs co-ordinator will evaluate a pupil who exhibits challenging behaviour to determine whether they have any underlying needs that are not currently being met.
Where necessary, support and advice will also be sought from specialist teachers, an educational psychologist, medical practitioners and/or others, to identify or support specific needs.
When acute needs are identified in a pupil, we will liaise with external agencies and plan support programmes for that child. We will work with parents to create the plan and review it on a regular basis.
Safeguarding
The school recognises that changes in behaviour may be an indicator that a pupil needs help or protection. We will consider whether a pupil’s misbehaviour may be linked to them suffering, or being likely to suffer, significant harm. Where this may be the case, we will follow our child protection and safeguarding policy.
The premise of character education in the Islamic tradition is to nurture an individual’s attachment to their Lord. This attachment is exhibited through drawing out our innate nature to be moral human beings who naturally exhibit good character. Character education cannot therefore be reduced solely to programs, posters, and checklists. Students need to see good character around them and could reflect on it consistently. Seeing and reflecting on good character softens the heart and the essential elements that define character in Islam – tazkiyah (character refinement) and taqwa (God consciousness) – are connected to the heart.
Among the practical examples presented by the Messenger (may peace and blessings be upon him) it is recommended to improve social skills and social communication to support social harmony and mental health.
How the prophet peace be upon them treated the children :
The Prophetic approach in interacting with the youth was that of anchoring the soul to its innate nature: the
fiṭrah. With love and empathy, the Prophet nourished the youth; he instructed them, advised them, empowered them, and developed them, with love emotionally and spiritually.
The Prophet had a very special place for the youth in his heart. From the children in his family to the young people in the community, everyone got to experience the warmth of his presence and love.
Kindness and Compassion
It was a part of his nature to show compassion by way of embracing, kissing, cuddling, smiling, etc. In the contemporary world, doctors advise us to provide such form of attention to children as this positively impacts their growth.
This practice was intrinsically a part of the Prophet’s conduct. Any child or young person who would encounter the Prophet would be deeply affected by his merciful conduct. Usama bin Zaid narrated:
“Allah’s Messenger used to put me on (one of) his thighs and put Al-Ḥasan bin ‘Ali on his other thigh, and then embrace us and say,
“O Allah! Please be Merciful to them as I am merciful to them.”
Some people who were not able to understand the power of expressing love to children wondered why the Prophet (peace and blessings be upon him) played with children and took such an interest in them. Narrated Abu Hurairah (may Allah be pleased with him),
Allah’s Messenger kissed Al-Hasan ibn `Ali while Al-Aqra` ibn Habis At-Tamimi was sitting with him . Al-Aqra` said, “I have ten children and have never kissed one of them.” The Prophet cast a look at him and said, “Whoever is not merciful to others will not be treated mercifully.” (Al-Bukhari)
The Prophet was always patient and considerate with children and took great pain not to hurt their tender feelings. Narrated Abu Qatadah:
“The Messenger of Allah came towards us while carrying Umamah the daughter of Abi Al-`As (Prophet’s granddaughter) over his shoulder. He prayed, and when he wanted to bow, he put her down. When he stood up he lifted her up.” (Al-Bukhari)
Narrated Umm Khalid ..’ I then started playing with the seal of prophethood (between the Prophet’s shoulders). My father rebuked me harshly for that’.
Allah’s Messenger said, “Leave her.” The Prophet, then, invoked Allah to grant her a long life thrice. (Al-Bukhari)
In another narration we see the Prophet’s ongoing tolerance towards children. Narrated `A’ishah:
The Prophet took a child in his lap … and then the child urinated on him, so he asked for water and poured it over the place of the urine. (Al-Bukhari)
“Fear Allah and treat your children [small or grown] fairly (with equal justice).”
(Al-Bukhari and Muslim)
From the above hadith we see the emphasis made on treating the youth fairly and justly.
