BEHAVIOUR POLICY

“Good behaviour is a necessary condition for effective teaching to take place.” (Education Observed 5 – DES 1987)

At BIGS we understand this principle from an educational and Islamic sense. We aim to create an environment in the school which encourages and reinforces good behaviour. This requires a consistent approach to the discipline and rewards policy that has been created.

AIMS

Ø To create an environment which encourages and reinforces good behaviour

Ø To define acceptable standards of behaviour in line with Islamic morals and classroom management

Ø To encourage the development of good moral personalities

Ø To encourage consistency of response to both positive and negative behaviour

STANDARDS OF BEHAVIOUR 

In seeking to define acceptable standards of behaviour we understand that these are goals to be worked towards rather than just expectations. Thus, at BIGS we believe the school has a central role in the children’s social and moral development just as it does in their academic development. 

In the same manner that we measure academic achievement and the progress of our pupils over a period of time, we measure standards of behaviour in terms of the children’s development in reference to the school’s behavioural policy. 

Guidelines have been set up in order to achieve this and the school works as a partnership between teachers and parents in order to make this a reality and a success. This policy has been created in order to work towards the standards of acceptable behaviour at our school. We believe that with the support of parents and teachers we will be able to make our behavioural policy a success and ensure that the disciplining of children is kept to a minimum creating a positive and encouraging learning environment

THE DISCIPLINE AND REWARDS LOG 

The discipline and rewards log online have been created in order to give the staff guidance on the standard of behaviour that is expected throughout the school. It has been created to ensure the smooth running of the school and encourage a positive learning atmosphere. 

It is therefore essential that there is consistency in carrying out this policy by teachers and that we all maintain the same standards within our classrooms. 

Consistency is important for the students, as over a short period of time they will become familiar with this policy and begin to adhere to it. 

This we hope will lead to good development of their personalities and a friendly, encouraging environment of teaching and learning for us all. 

At all times we must remember that these children have been entrusted to us and we should treat them as we would like our own children to be treated. We should show kindness and try not to raise our voices to the point of shouting as was the practice of our prophet peace be upon them.  

When disciplining the students’, we must make it clear that it is the action that they did which was wrong and not them as a person and encourage them when they show changes for the good in their personalities. 

Teachers should not give students a platform to complain about other teachers or the school in lesson time. There is a clear complaints procedure which should be followed accordingly.

DISCIPLINARY PROCEDURES 

This is the guidance used by teachers for following the disciplinary procedures:

THREE WARNINGS

If a student is showing unacceptable behaviour during your lesson then her name should be written up on the board and a strike given with a √ for that particular incident. If this continues or the student displays other unacceptable behaviour then a further strike is given. On the third incident a strike is given and the student is logged onto the online system as having behaviour points. A consequence for the behaviour may also be decided, for example a detention if necessary. It is important teachers put the date and their name next to the sanction. An accumulation of many sanctions for students from different teachers may results in a report.  

Every opportunity should be used to reprimand students in private.  If the student is to be told off then this should be done outside the classroom where possible, or away from other students.

Ask the other students to complete their work and take a few minutes to talk to the student outside explaining why his/her behaviour is unacceptable.  Be mindful of the language used when speaking to a child at this point and try using words such as ‘you are choosing to behave like this’, and encourage students to take responsibility for their actions.

UNACCEPTABLE BEHAVIOUR WARRANTING A STRIKE  

  • Disruption to lesson
  • Talking over the teacher
  • Lack of effort in classwork
  • Not completing homework
  • Not completing classwork
  • Not following teacher’s instructions
  • Throwing things around the room 
  • Shouting out 
  • Turning up late to lesson
  • Chewing gum
  • Leaving their place without permission
  • Writing notes to each other during lesson
  • Singing out loud

There may be other behaviour that warrants strikes and this can be left to the teacher’s discretion. However remember we should try and maintain a positive atmosphere during the lesson rather than one of just rules and accounting.

The school is currently trying to keep as safe as possible and follow guidance from the Department of Education due to covid19.  Consequently a new addition to this policy is that any learner who deliberately chooses to break the social distancing rules of the year group or behaves in a way that could potentially spread Covid-19 such as deliberately coughing or spitting near other learners or staff will face a severe punishment such as isolation or exclusion. It is important that we try to keep all members of our school community as safe as possible during these difficult times.

OTHER BEHAVIOURS WARRANTING SANCTIONS:

Behaviour warranting a more serious sanction such as a phone call home or meeting with Pastoral Head:

  • Not wearing correct uniform after 3 warnings
  • Missing detention
  • Leaving the classroom without permission
  • Persistently not completing homework
  • Persistently being rude/disrespectful to a teacher or peers
  • Bringing in inappropriate materials

More Serious Behaviours warranting a report or possible exclusion

  • An accumulation of behaviour points on the online system over a period of time
  • Using extreme foul language
  • Racial abuse
  • Physical abuse towards staff
  • Physical abuse towards other students
  • Any form of bullying towards other students
  • Breaking things
  • Lewd behaviour towards others

There may be other types of behaviour that warrant reporting and this is left at the headteacher’s discretion. InshaAllah, this should be a last measure and there will be very few students who display this kind of behaviour. We want to promote a positive learning atmosphere in the school and this should be kept in mind whilst carrying out the disciplinary procedures. If we find effective ways to deal with difficult students then this should be shared with the other teachers to aid them. 

In the case of a report being given, parents will be informed with a phone call or email. In case of an exclusion parents will be asked to attend school at their earliest convenience and will be informed in writing about the circumstances under which the sanction has occurred and what the next step will be. Parents will be kept up-to date of any ongoing investigations and informed of any outcomes.  Please see the exclusion policy for more detail.

Lunch-time detentions

If the teacher decides the sanction is a lunch-time detention then the student’s name is added to the detention log kept by teachers on the WhatsApp platform ‘Behaviour Log’ or written in the lunch time detention book.  Students allocated break time detention must be supervised by the teacher giving the sanction.  If any students are in after school detention, the parents must be informed by a phone call home or text message. 

All lunch time detentions must be carried out in Room 2. Teachers have a rota to follow to check if they are on lunch time detention duty.  During detention time students must be on time, if they are late then another detention must be given. If they do not turn up to detention then this will be noted in the book and the students will be given a further 3 lunch time detentions.  The detention attendance will be moderated on a Friday and even if students miss detentions on the previous Monday this will be picked up and sanctions given.  

Students are allowed to finish lunch in silence in the detention from 12.50pm until 1.05pm.  During the remainder of the time, students will be given a self-reflective paragraph that they have to copy out at-least 5 times. They are not allowed to do any other work during this time.  If the unacceptable behaviour is during the afternoon lessons then the time is taken from the following day’s lunch break.  

If it is noted that there are students frequenting detention then SLT will decide if further sanctions are needed.

Isolating Students

In certain circumstances, in particular with more troublesome students who persistently disrupt lessons and teachers find the sanctions are being belittled and having no effect, it may be necessary to inform admin or the head of pastoral.  The students will be asked to take their work and sit with another teacher for the rest of the day including break and lunch time.  The admin will ensure parents are informed and students will be put on report for the next day.  If teachers are finding the report is not helping to improve behaviour and there is too much disruption in the lessons then students will face the possibility of exclusion and parents will be informed at the earliest opportunity.

Search or Confiscation of inappropriate items

On occasions the need may arise to search student’s bags.  Teachers may carry out random bag searches whereby in-front of students the bag will be searched. Weapons and knives and extreme or child pornography must always be handed over to the police, otherwise it is for the teacher to decide if and when to return a confiscated item. 

The general power to discipline (as described in: Behaviour and discipline in schools Advice for headteachers and school staff February 2014) enables a member of staff to confiscate, retain or dispose of a pupil’s property as a punishment, so long as it is reasonable in the circumstances. The law protects them from liability for damage to, or loss of, any confiscated items provided they have acted lawfully (Section 94 of the Education and Inspections Act 2006).

If anything, not permissible is found such as narcotics or mobile phones then the product will be seized immediately and parents informed accordingly.  Headteacher will make a decision with the parent as to how long the phone may be seized and the parent has to come into school to reclaim the phone.  All narcotics will be seized and disposed of correctly by the Headteacher, and or police informed if needed.

Behaviour Management and Physical Intervention

All pupils have a right to be treated with respect and dignity.  Corporal punishment is unlawful in all schools.  Staff and volunteers must not use any form of degrading treatment to punish a pupil.  The use of sarcasm, demeaning or insensitive comments towards pupils is not acceptable in any situation.  Deliberately intimidating pupils by shouting aggressively, hectoring or overbearing physical presence is not acceptable in any situation. Any sanctions or rewards used should be part of the behaviour management policy.

Physical intervention can only be justified in exceptional circumstances. Updated non-statutory guidance. See ‘Guide for Heads and School Staff on behaviour and discipline (including reasonable force) for maintained schools’ and ‘Use of reasonable force -advice for Head Teachers, Staff and Governing Bodies for all Schools and Academies.  

Staff may legitimately intervene to prevent a pupil from committing a criminal offence, injuring themselves or others, causing damage to property, engaging in behaviour prejudicial to good order and to maintain good order and discipline.  Staff should have regard to the health and safety of themselves and others.  Under no circumstances should physical force be used as a form of punishment.  The use of unwarranted physical force is likely to constitute a criminal offence. The school uses guidance set out by DofE for whole school reference and compliance.

All schools must have trained first aiders/appointed persons.  Staff must have had the appropriate training before administering first aid or medication except in an emergency.

4.0 REWARD PROCEDURES 

Our behaviour policy is based on creating a good balance between reward and discipline. It is important that good behaviour is encouraged in order to promote a positive learning atmosphere. Our reward procedure is designed to encourage good behaviour in many different areas and will hopefully aid the building of the students’ Islamic personalities. 

Praise is a very important aspect of creating this atmosphere. Below is a list of phrases that are often used by teachers to praise good effort, achievement and behaviour. This is not an exhaustive list. 

Well done! 

Good. 

Quite good. 

Very good. 

Excellent. 

Good try. 

Congratulations! 

Much better. 

Wonderful! 

Brilliant! 

Alhamdulillah! 

MashaAllah! 

4.1 Rewards given in form of MERITs

The Merit system has been developed to address different aspects of the students’ personality and behaviour. It is designed to encourage good behaviour by awarding merits online. The children collect these merits throughout the week and those children that have gained the most merits for any particular section will be awarded a certificate of achievement at the end of term.

Care needs to be taken when awarding merits and there should be:- 

A systematic approach 

Students should be treated fairly 

Some students already have excellent behaviour and they should be encouraged to excel 

      in this. 

Areas that merits are awarded for are as follows: 

Tidying up – For effectively tidying up classroom at the end of each lesson; for good organisation of drawers and work; for keeping desk tidy at the beginning and end of each lesson; for helping the teacher tidy up when asked to do so. 

Helping – For either helping teachers or for helping another student with a problem; for giving advice to students; encouraging others to have good behaviour; showing patience and giving something that they want to another student, etc. 

Prayer (Salah) – For excellent behaviour during salah; being punctual for salah; for excellent recitation; for excellent completion of salah. 

Good Effort – For working exceptionally well in class; for excelling in any 

particular subject/topic; for creativity in learning, etc. 

  • Good Behaviour – For showing an excellent attitude and behaviour towards one’s learning and teachers.
  • Good conduct – For showing good conduct during or outside lesson time towards others.

This is not an exhaustive list, teachers may give merits where they see fit, using the online guide as a guide so to keep reward consistent.

Headteacher may also award additional merits for exceptional work or attitude/behaviour. Students supporting assemblies, events and in admin are typically given merits by the headteacher.

4.2 Reward Badges

Head teacher Gold/Silver Award Badge.

Every week the teachers are asked to nominate a student that has particularly excelled that week due to either work produced, good display of manners, or behaviour. 

All the students nominated by teachers are awarded 10 merits and their names are placed in a raffle to receive the head teacher’s gold award or silver award in Thursday assemblies.  If a student is awarded a silver award, they wear the badge for that week and are allocated 35 merits for that week by the headteacher.  Students awarded the Gold award are allocated 50 merits for the week. All nominees have their names proudly displayed on the school noticeboard. 

Other Badges: 

Prefect badges – for learners decided by teachers to be helpers in administrative or break/lunch time duties during the school day. If teachers are concerned students are not fulfilling their duties then they may be issued a warning and eventually replaced with other students.

‘No Bully Zone’- badges given to learners who want to actively promote good conduct and encourage each other to report and ensure no bullying is going on.  These learners nominate themselves unless teachers feel some learners are better suited than others. These learners will be approachable and friendly and other students will be aware that they can approach these learners should any incidents occur.  Anti-bullying ambassadors are prepared and meetings take place to ensure if learners feel they cannot help certain students then they have to report to the teachers ASAP.

School Council- these badges go to learners nominated by their class mates to represent them and to help put forward any suggestions or feedback to the head teacher to help improve the School.  School council meetings typically occur on Mondays with Ms Waseem and these meetings are used as an opportunity for students to present ideas to help improve the school.  If teachers are concerned students are not fulfilling their duties then they may be issued a warning and eventually replaced with other students.

SCHOOL RULES for Learners

School uniforms must be correct: Black Jubba, black trousers/leggings underneath, black socks and black shoes or trainers. In winter months, school blazers and or School cardigans must be worn. No coats are allowed to be worn indoors.

PE kits must be correct: black tracksuit bottoms (no leggings): School PE top and PE scarf.

Bring the correct equipment to school: Pens, Pencil, Ruler, Rubber & sharpener, Mathematics set, Glue stick, Small scissors, coloured pens and pencils and a USB for Computing Science.

No jewellery, nail -polish or make-up allowed. Parents will be notified.

Students are only allowed to use the school books given and not use their own. The first exercise books for all lessons will be free for students.  After this the students must pay for school books.  

Students lunch time and break times must take place in the main hall only or outside in School grounds. 

Students are not allowed to loiter in hallways during these times with food or drink in their hands.

They are under no circumstances allowed to eat or drink anything in the class rooms other than drink water.  

Students are not allowed to bring fizzy juice or junk food chocolates or sweets or anything unhealthy.  The drink will be confiscated and parents will be notified.

Absolutely not allowed to bring or chew gum.

Students must not be late for any lessons. 

Students are not allowed to leave the classroom once they are present unless the teacher gives permission.

Students must carry their bags to all lessons. 

Students are not allowed to write on the school tables or graffiti on anything hanging on the walls. This will be considered a serious offence and parents will be notified immediately.

Students are expected to respect teachers at all times and follow class room rules.  They are also expected to show their class fellows respect at all times and show the proper Islamic behaviour towards each other.

All homework tasks have to be written down in the back of the books and in homework diaries and have to be signed by the form teacher once a week and parents every weekend. 

CLASSROOM RULES 

Each teacher may have their own rules for students to follow, these are a guide:

Do follow Teacher’s instructions 

Do ask permission if you need to leave the classroom and use the school pass 

Do use your inside voice in the classroom 

 Do remain quiet whilst teacher or peers are talking 

 Do put your hand up to ask the Teacher a question or contribute to lesson 

 Do remain in your seats if the teacher leaves the room 

 Do tuck your chairs in when leaving your desk 

 Do pick things up from the floor

       Do keep your classroom tidy 

LEARNING AND TEACHING STATEMENT 

Aims:

To make a reality of our vision for ‘academic and moral excellence’ and provide the tools students need to “believe, achieve and succeed”. 

To build a consensus amongst all teachers about the hallmarks of a well taught lesson where students learn effectively. 

To establish a structure for evaluating teachers when they are being observed so that everyone understands what the observer is looking for and how further improvements can be made. 

This is not envisaged as a rigid prescription where teachers have to jump through hoops. Once broad consensus is achieved about the desired ingredients of successful teaching, teachers are encouraged to enjoy the freedom to be as creative as they like in the planning and delivery of their lessons. 

We are committed to the principle of Equal Opportunities, which means that we aim to provide a learning environment in which every student can succeed to the very best of their ability, and maximise their learning potential. 

HOW DO WE KNOW IF IT IS WORKING? 

We conduct a programme of lesson observations, so that each teacher is observed by a member of the Senior Leadership Team and/or the Headteacher during the course of each year. Records are kept by individual teachers and by the Headteacher. SLT, at all levels, are encouraged to drop into lessons to maintain consistent good practice. 

If we are right about what constitutes the characteristics of a successful lesson, children should progress well in school. This is monitored through: 

  • effort grades and attainment levels on target/progress trackers
  • clear progression of learning from one year to the next 
  • student voice and regular pupil feedback
  • data showing achievement and attainment from joining BIGS to when students leave at the end of Year 11 compared against national comparators. 

Results are audited and evaluated and presented as part of School annual review and improvement plan to the governors.  

WHAT DOES SUCCESSFUL TEACHING LOOK LIKE? 

·         The lesson starts well – the children are engaged as soon as they come into the room. Teachers are encouraged to greet students on arrival and the first impression of the classroom should be of a well-ordered and well-presented environment. 

·         There is a starter activity, including a review slide assessing students prior learning and recall off other topics.

·         The learning objectives of the lesson are differentiated and made clear, linking it to what they have done already, and is appropriate for the group. 

·         The teacher uses expert knowledge of the subject to drive the students through the different stages of the lesson with energy, enthusiasm and flair. 

·         The teacher enables pupils to understand key concepts, presenting information clearly and promoting appropriate discussion.

·         The resources used capture the interest of the children and are managed efficiently by the teacher. 

·         The time available is used with precision, allowing appropriate time for each stage. 

·         A range of strategies is used to ensure a high standard of behaviour, including suitable praise and encouragement. 

·         All the children in the class are engaged. The slower ones are supported and the more able are stretched. 

·         Allowance is made for children with different learning styles, embracing Visual, Auditory and Kinaesthetic approaches. 

·         Teachers ensure that pupils embed key concepts in their long-term memory and apply them fluently using effective recall strategies and scaffolding.

·         Teachers check pupils’ understanding effectively, and identify and correct misunderstandings.

·         Teachers use assessment to check pupils’ understanding in order to inform teaching and to help pupils embed and use knowledge fluently, and develop their understanding.

·         Teachers are encouraged to use a contextual approach and plan imaginative lessons to stimulate the children’s sense of awe and wonder. 

·         Fluency, reasoning and problem solving is evident throughout the lesson. 

·         Opportunities are used where appropriate to reinforce Literacy, Numeracy and to use ICT. 

·         Written work is marked regularly according to school policy and conveys detailed feedback to support and encourage children’s learning. 

·         Where appropriate homework is used in a timely manner to consolidate or develop learning. 

·         When Support Mentors are used, there is evidence of planning between teacher and Support Mentor, and evidence that the presence of the Support Mentor has helped the learning of the children to whom they are assigned. 

·         At the end of the lesson the teacher finds an opportunity to use reflective practice and reprise the learning in a plenary session.

It is the policy of the school to encourage teachers to include as many of these ingredients of successful teaching as possible in their lessons on a regular basis, and we expect to see evidence during formal lesson observations. 

IF THE TEACHING IS OF HIGH QUALITY, THE RESULT SHOULD BE: 

  • that at the end of the lesson students should know something they didn’t know before or/and be able to do something they couldn’t do before or/and be better at something they have met before 
  • they will remember more
  • they were well-behaved 
  • they were interested 
  • they worked hard 
  • they interacted well with each other and with the teacher 
  • they will know what they have learnt 
  • there will be evidence of higher order thinking 
  • there will be evidence of students showing independence in their learning 
  • work shows evidence of teacher assessment, targets having been set and actioned by students.