Behaviour

Sanctions and Rewards System

Our approach to discipline is one of encouragement, support and guidance. Our students are to be treated with respect and dealt with so that misconduct is dealt with in a means that is correctional rather than to embarrass or upset students. They must be made aware of their actions especially in terms of wider society and the laws that govern behaviour.

The sanctions for specific types of behaviour are outlined in the Behaviour Procedure Chart. They provide a guidance to ensure a fair and effective system but individual cases of behaviour will be dealt with in respect of each individual case. It is important for students to acknowledge their actions and the consequences they have especially on their peers and their environment.
The decision to pursue and practise the disciplinary process as summarised in the chart is at the discretion of the Head Teacher.
Parents must be kept informed of every stage of the disciplinary process. They have a right to appeal against any serious decisions taken and must be guided through the appeals process.

The following steps are to be taken based on the types of behaviour outlined in the Disciplinary Procedure Chart:

Behaviour: Type A

This category could be described as ‘low-level discipline’. Action should be taken in ascending order from Action 1 to Action 5. Staff will document the action taken via an Incident Form. The collation of ‘Incident Forms’ will automatically equate further
discipline. Refer to the chart for details.

  • A verbal warning is initially given for breaking a rule.
  • A second verbal warning and a note is placed in planners for attention of parents.
  • Disruptive students should be issued a break or lunchtime detention.
  • Head Teacher involved – Isolate the student either within the classroom; send to the Form Tutor or to another classroom. Contact parents and hold a meeting to inform them of events. Placing students on a Behaviour/Progress Report is also a viable option.
  • Written Warning 1: one week to two week Exclusion.
  • Written Warning 2: one week to four week Exclusion.
  • Permanent Expulsion – Leeds Education Department are informed.

Behaviour: Type B

This category is reserved primarily for misconduct in terms of Attendance, Uniform and Punctuality. Action should be taken in ascending order from Action 1 to Action 5. Staff will document the action taken via an Incident Form. The collation of ‘Incident Forms’ will automatically equate further discipline. Refer to the chart for details.

  • A serious Verbal Warning directed at parents.
  • Written Warning 1: Inform parents of concerns and consequences that are to follow if misconduct continues.
  • Contact to be made with parents so pupils can be placed on a report depending on these verity of the offence. The colour of the reports correlate to the severity of the situation.
  • In regards to Attendance it may be necessary to contact external agencies. Refer to the Attendance Policy – discipline is outlined.
  • Written Warning 2: A one to two week exclusion could be issued. In regards to Attendance – refer to the Attendance Policy.
  • Permanent Expulsion – Leeds Education Department are informed.

Behaviour: Type C
This category is reserved primarily for serious misconduct. Action should be taken in ascending order from Action 1 to Action 5. Staff will document the action taken via an Incident Form. The collation of ‘Incident Forms’ will automatically equate further discipline. Refer to the chart for details.

  • Written Warning 1 & Exclusion: 1 – 2 weeks: Inform parents of concerns and consequences that are to follow if misconduct continues. Exclusion can be extended or reduced at discretion of the Head Teacher.
  • Written Warning 2 (Final): 1 – 2 weeks Exclusion. Inform parents of concerns and consequences that are to follow if misconduct continues i.e. Permanent Expulsion.
  • Exclusion can be extended or reduced at discretion of the Head Teacher.
  • Permanent Expulsion – Parents and Leeds Education Department are informed.

Reward System

It is vitally important to acknowledge all good behaviour and academic achievement. Emphasis should be placed on the positive conduct of students as opposed to the negative. Students should regularly receive praise to build their confidence.

The following symbols of achievement are practised:

  • Merits – Issued by subject teachers in student planners.
  • Certificates issued are based on a total number of merits achieved:
    25 = Bronze
    50 = Silver
    75 = Gold
  • ‘Student of the Week’ certificates are issued weekly – they are selected by staff based on Positive Behaviour Forms.
  • Special behaviour certificates can be issued during End of Term/Year assemblies.

Achievement will be assessed according to the following categories:

  • Hard work and Progress
  • Attendance and Punctuality (100% Only).
  • Exceptional behaviour and a positive contribution to school life.
  • Development of an Islamic personality e.g. charitable, humility, contribution to the community etc.

Reviewed November 2018
To Review November 2019