Our Annual Elementary Sports Day will take place on Friday 31 March. We hope everyone has a great day!
Code of Conduct
The Anglican International School is, first and foremost, a place of learning. Students are expected to take responsibility for their learning and behaviour. It is the responsibility of teachers to help them achieve the highest possible standards.
- Each member of the school community is a unique and valued individual. We should treat each other with respect and be willing to listen to each other and try to understand each other’s needs.
- Relationships should be characterized by a desire to get the best from each other.
- The school aims to promote self-discipline and a sense of responsibility amongst students.
- Friendliness, good sense, mutual respect, tolerance and co-operation should characterize all relationships.
- Students learn best when they receive encouragement and praise.
- Any action taken to correct behaviour must be justifiable and fair, must make clear to the student the nature of the offence and should enable the student to learn and change.
- Our aim in dealing with students’ conduct is that they should learn from the situation.
- When all is said and done, our school is a place in which students can be forgiven for acknowledged mistakes. It is a place for “second chances”.
Certain things are absolutely forbidden:
- Damage to property(a charge is automatically made in reparation for such damage)
- Threatening behaviour
- Insulting behaviour (to do with gender, race, religion or nationality)
- Physical Violence
- Possession or use of Drugs *
- Possession or use of Alcohol and Tobacco
- Carrying knives or similar items
* Should medication be prescribed for a student, then the school requires a note from parents explaining its use. Medication is looked after by the school nurse and is kept in the nurse’s offices.
Other inappropriate behaviour
There are other types of behaviour which, although not as serious as the above list, are not appropriate in a school setting and are therefore unacceptable. They are:
- Exclusive behaviour (this includes public displays of affection)
- Offensive dress and fashion (which may cause offence to others)
- Bad language
- Use of phones during class time.
Within the above framework the discipline guidance that follows applies to conduct of students in and out of class within the regular routines of the school’s operations. It is a tool designed to assist the school in the maintenance of effective teaching and learning.
At AISJ all teachers have the right to teach and all students have the right to learn. Student behaviour that jeopardizes effective teaching and learning must be addressed. Problems should always be resolved at the lowest level possible. Action must always have as its purpose the preservation of effective teaching and learning and, in so far as is possible, the restoration of the student.
Stage 1 – General Classroom and Playground Standards A
Staff members should themselves deal with infrequent and minor infringements within the classroom and playground environment. These include talking out of place and distraction or arguments and disagreements over equipment in the playground.
If a climate of order and respect has been established in the class, then such behaviours can usually be addressed with humour, eye contact, a direction to task or a firm word – all part of the educational process. Teachers may wish to consider moving students whose location in the class seems to generate distraction. Teachers may dispel some distraction simply by moving physically around the classroom themselves rather than adopting a static stance.
In the playground, the staff member on duty can similarly move over to the area of dispute over an item of playground equipment or a minor disagreement between students, calming the situation through words and their physical presence.
Stage 2 – General Classroom and Playground Standards B
If the minor and infrequent offence is not solved through standard classroom management, all teachers (homeroom teachers, specialist teachers, learning assistants) may deduct Golden Time – whether in the class or playground. This behaviour may includeinappropriate work conduct (e.g. delaying a task completion, creating work of a standard not typical of that student) or inappropriate behaviour in the playground (deliberately disrupting the play of other students).
Golden Time is an extension of standard classroom management across the entire Elementary. Golden Time is 30 minutes at the end of each week to which each student is entitled. In the 30 minutes a student has free choice of activities within the classroom (games, computer time, colouring etc.). A student can lose Golden Time in proportions (3 – 5 minutes) for actions which do not comply with the general classroom rules. The student can earn back Golden Time with behaviour that readdresses the negative behaviour.
Stage 3 – Behaviour disruptive towards other students
If the student persists in the types of minor offences stated above or the behaviour is disruptive to the other students’ learning, the staff member may remove the student away from the other students in a ‘time out’. This particularly includes behaviour which is aggressive towards other students or requires a member of staff to leave the classroom (e.g. a student running out of the classroom). In the classroom, the ‘time out’ may be at an isolated table or corner and in the playground, the ‘time out’ may be a bench off the playground.
Teachers may then record the incident in the SIMS (Schools Information Management System). In the playground, the staff member on duty may record the behaviour in the incident book. The homeroom teacher can then inform the parents through writing in the student’s home communication book / Elementary student planner. The behaviour recorded in the playground incident book is reported to the homeroom teacher and again will be communicated with the parents.
Stage 4 – Persistent disruptive behaviour or more major offences A
If a student persists in disruptive behaviour or the offence is more major, a student will be warned that the next ‘time out’ will be with the Key Stage Manager. In this instance, a student who has already had a ‘time out’ in the classroom or playground for aggressive or inappropriate behaviour (including hitting or biting another student or teacher) or persistent disruptive behaviour will be taken to the Key Stage Manager. If the behaviour of the student will be a potential threat to the other students in the Key Stage Manager classroom, the offending student will go straight to Stage 5.
The behaviour will always be recorded in SIMS and the parents informed through the Home School communication book.
Stage 5 –Persistent disruptive behaviour or more major offences B
If a student persists in disruptive behaviour or the offence is more major, a student will be warned that the next ‘time out’ will be with the Head of Elementary. In this instance, a student who has already had a ‘time out’ in the classroom or playground for aggressive behaviour (including hitting or biting another student or teacher) or persistent disruptive behaviour will be taken to the Head of Elementary.
The Head of Elementary will inform the parents of this inappropriate and unacceptable behaviour through phone call or written communication in the communication book or Elementary student planner. This behaviour is also recorded in SIMS.
If a student’s aggressive or disruptive behaviour results in repeated ‘time out’ with the Head of Elementary, the parents or guardians will be asked in for a consultation with the homeroom teacher and Head of Elementary.
At this meeting, an Individual Behavioural Plan will be developed to outline the behaviour expected of the student and the steps of discipline resulting from deviance from this plan. This Individual Behavioural Plan will be reviewed after an agreed time between the parents, homeroom teacher and Head of Elementary.
Stage 6 – Persistent disruptive behaviour or more major offences C
If a student’s behaviour is not changing or improving by the time of the review of the Individual Behavioural Plan, at the discretion of the Head of Elementary a meeting will be called with the Director.
A revised Individual Behavioural Plan may be put into place or the student may be deemed unable to operate within the expected framework of the school’s behaviour and discipline policy leading to stage 7.
Stage 7 – Major and persistent behaviour misconduct - suspension
Sustained disregard of the school’s code of conduct may result in suspension. The Director reserves the right to suspend.
A conference with parents will normally accompany suspension. Avenues of support for the family will be explored as well as measures necessary to safeguard the integrity of the school as a place of teaching and learning.
In any Semester, a student may be internally suspended only once. The next suspension within that period will be external. Students suspended externally will not be eligible for any school activities (including clubs and trips) for a period of nine weeks following the beginning of the suspension.
A record of all interventions will be kept in student files.
Stage 8 -Major and persistent behaviour misconduct – expulsion
Sustained disregard of the school’s code of conduct may result in expulsion
Prior to giving notice of expulsion, the Director will always consult with the Chairman of the Executive Board.
It must be understood that acute misbehaviour that threatens or endangers others must be referred immediately to the appropriate Head of School or Director who will then deal with the matter according to a different set of parameters listed below under “interventions”. The Director reserves the right to impose immediate suspension.
The following guidelines are designed to address disciplinary actions that require the immediate intervention of the Director.
Situations requiring immediate intervention include:
- Physical violence
- Threatening behaviour
- Carrying weapons (such as knives)
- Gross insolence
- Drug offences, including alcohol and tobacco
- Deliberate damage to property
The list is not exhaustive.