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The King Fahad Academy

Behaviour

Policy and Procedures

2017/2018

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Version Date Nature of change Reason Author

(s)

1.1 12.09.17 Update to reflect the introduction of Pupil

Asset. Remove merit charter.Replace step

grid with level grid.

Changes in logging system. JB

THE KING FAHAD ACADEMY BEHAVIOUR POLICY

The policy must be seen as a working document that is reviewed and updated to inform

practice.

This policy should be read with all the KFA policies particularly the KFA Anti-bullying

Policy, Student Acceptable Use Agreements and the KFA E-Safety Policy

This policy is written following the guidance of Keeping Children Safe in Education 2016

and DfE Searching, screening and confiscation 2014.

THE GUIDING PRINCIPLES

Good behaviour in all aspects of school life is necessary in order to create a caring, learning

environment where students feel happy, secure and confident. As a learning community, we

will be:

1. Principled: respectful of others, fair and honest

2. Communicators: we speak and listen in a polite and courteous manner

3. Reflective: understanding of others and ourselves, tolerant to other people’s

religions, traditions and lifestyles, making mistakes and learning from them

4. Caring: showing empathy for others, to be thoughtful and helpful

5. Balanced: having self-discipline and control, working hard to achieve our best

and using our time wisely

6. Thinker: we will be prepared and ready to meet new challenges

7. Risk –taker: Promoting self-esteem, self-discipline, proper regard for authority

8. Inquirer: enjoying learning and develop the skills to equip me for my future

9. Knowledgeable: we use our knowledge to solve problems in life

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10. Open-minded: I respect others right to be different. I am open minded to new

ideas

The IB Learner Profile is at the heart of all we do at the Academy. The Learner Profile

works hand in hand with Islamic Values and British Values.

The Academy is a place of learning and the aim of this policy is to define acceptable and

unacceptable behaviour for the school community. The policy explains the reward and action

system and how they will be applied to create a safe and purposeful atmosphere in which

students can develop self-esteem, self-discipline and an awareness of their responsibilities in

the community and in a wider context. We endeavour to foster good relationships between all

staff, pupils, parents and the wider community. We actively welcome parental involvement

and encourage open dialogue at all times.

All staff recognise and praise good behaviour as well as dealing with inappropriate

behaviour. By sharing this Policy, the school community will be aware of the rewards system

and the actions taken by staff to address unacceptable behaviour within the school.

OBJECTIVES OF THE POLICY

To encourage good behaviour, we believe in using positive examples, positive reinforcement

and recognition. This will enable us to develop a school culture in which initiative,

responsibility and positive relationships can flourish. Where this does not happen, everyone

understands and accepts that action will be taken to bring about a positive outcome for those

concerned.

Therefore, staff will:

establish and maintain a fair and consistent approach towards learning and behaviour

provide a caring and effective learning environment that supports the students well-

being

model the IB Learner Profile themselves

provide support for one another through discussion and implementation of a common

approach

use the school procedures for rewarding and promoting good behaviour

use the KFA Behaviour Level grid to address and correct unacceptable behaviour in

line with this policy guidance and other school policies

see that learning remains the main focus of the school day

Students will:

Show respect for others – all adults and children

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Establish good habits of learning and behaviour through self-discipline and self-

control

Recognise the value of friendship, co-operation and collaboration

Understand the need for age-appropriate rules and consequences when these rules are

not followed

Maximise learning through excellent attendance and punctuality

Parents will:

Understand and support the policies of the school

Ensure their children have excellent attendance and punctuality

Appreciate the school system for rewarding good behaviour and taking action to

improve unacceptable behaviour

Work together with the school when asked to do so in order to reach a positive

outcome when there are concerns about behaviour

Support any particular needs their child may have, including their physical and

emotional well-being

Support their child’s learning to help them achieve their best

Listen and attend to their child’s concerns

WHEN IS THE POLICY IMPLEMENTED?

The policy will be implemented whenever and wherever the school is responsible for the

conduct and welfare of its students. This is not limited to the school premises. This includes

online communication that may take place out of school, which affects the well-being of our

school community.

WHO IS RESPONSIBLE FOR THE POLICY?

The Director, the Heads of Schools, all staff, parents and students.

MONITORING AND SUCCESS CRITERIA

Behaviour will be an item on the agenda at SLT meetings and staff meetings. Behaviour will

be monitored through the behaviour log system. The Behaviour log system will provide data

regarding the number of reported incidents and the level in the online behaviour log for the

leadership team to analyse on a termly and annual basis. This, along with the minutes of

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Pastoral team meetings, will be used to monitor the effectiveness of strategies used to

improve behaviour. Our success criteria will be a reduction in the total number of incidents in

each part of the school, particularly levels -3 and -4. Feedback from students, staff and

families will also be used to judge the effectiveness of this policy.

IMPLEMENTATION

Curriculum and Learning

The International Baccalaureate Programmes incorporate the development of strong personal

values with the notion of personal responsibility. The IB Learner Profile, which is

fundamental to the IBDP, MYP & PYP Programmes, provides the philosophical framework

for our behaviour policy. The programmes aim to develop internationally minded people

who, recognising our common humanity and shared guardianship of the planet help to create

a better, more peaceful world. Students are encouraged to develop the learner profile

attributes listed at the beginning of this policy in every aspect of the school day. At the King

Fahad Academy, we believe an appropriately balanced curriculum and effective teaching and

learning contribute to positive behaviour. Differentiation of planning and teaching for the

needs of individual students, the active involvement of students in their own learning,

structured feedback on progress and attainment all help prevent alienation and disaffection

which can often be the direct cause of unacceptable behaviour in schools.

Classroom Management and Pedagogy

We believe classroom management and pedagogical approaches have a fundamental

influence on promoting positive behaviour. We ask our teachers to use strategies to

encourage enthusiasm and active participation for all students in all lessons.

School staff will discuss expectations of behaviour at the beginning of each school year with

the class. Each class will agree and sign up to a set of individual rules, routines and

behaviours to enable learning to take place. These are called Essential Agreements and are

based on the IB Learner profile. We believe that the creation of Essential Agreements will

help students become actively involved in establishing and monitoring desired behaviour.

The Essential Agreement will be reviewed each term and amended if necessary. From time to

time Essential Agreements may be used for shared areas to make sure the school functions

smoothly.

Behaviour outside the classroom

The maintenance of good behaviour around the Academy can be very different from the

behaviour when closely supervised in lessons. It is especially important that students have

good behaviour when moving around the school as there is such a wide age range sharing the

facilities of the Academy. Such times include change of lessons, break, and lunch times,

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clubs and after school. To facilitate calm, orderly and considerate behaviour and swift

movement around the Academy, there will be consistent messages to students about what is

expected, reinforced by staff members at every opportunity. Students are to be reminded to

walk on the left at all times when moving around the school.

In the playground students are expected to behave well. Staff on duty must ensure this is the

case. Any incident of unacceptable behaviour must be reported on the behaviour log by the

member of staff who is first to witness the incident. Level - 3 and- 4 behaviour should also be

reported directly to the DH.

To ensure the safety of all members of the Academy community it is expected that all staff

are on duty according to the current duty rota. Staff must ensure that when on duty they

arrive to the location before the duty time, are constantly vigilant and that behaviour and

achievement is reported back to the form tutor, class teacher or DH.

Codes of Conduct

There is a simple KFA Code of Conduct (see Appendix 1) that makes expectations clear for

everyone. We expect our parents to support the code of conduct and the school staff. In

addition, each class write their own Essential Agreement that sets particular expectations in

the context of their classroom.

THE KFA REWARD SYSTEM

The promotion of good behaviour is supported by a reward system that will be in use

throughout the school from September 2017. This recognises the development of the

attributes of the IB Learner Profile.

There is a House System in place in the Upper schools that aims to foster the qualities of

leadership, cooperation, responsibility and teamwork amongst the students of our school. The

system also promotes positive behaviour by motivating the students to be respectful to all and

to behave in appropriate ways. This will be extended to include the Primary school from

September 2017.

Students receive individual merits following the guidance of the Behaviour Level Grid (see

Appendix 2) and these are totalled for the House System. There is an individual challenge

and the House challenge. Both challenges are linked to rewards and/or privileges. The

Pastoral Committees have the right to remove any privileges in the event of serious breaches

of the code of conduct.

Behaviour Level Grid

The Behaviour Level Grid outlines both positive and negative behaviour on a scale from +3

to -4. Levels +2 and +3 are for recording behaviour that is over and above the expected level

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1 behaviour and merits are given. Level 1 is expected behaviour and there is a clear definition

linked to the IB Learner Profile. All the merits given contribute to House totals each week.

Individual totals are also calculated.

During the assembly, usually on Monday mornings, the Head Teacher reads out the names of

all the students who earn 5 merits a week and they are praised for their achievement. Those

who gain 6 or more in a week walk out to the front to shake hands with the Head

Teacher/Director and receive his/her personal congratulations.

Class Merit Chart

Each class will have a Merit Chart designed by the class teacher detailing the running Merit

totals for each student.

High Achievers

In the Upper Schools, a list of high achievers for each house will be displayed on the High

Achievers House Board each week. The position of the House and running totals will also be

displayed. In the Primary, high achievers will be praised in assembly and will be given a

certificate to take home. The position of the House and running totals will be displayed on a

notice board. It is imperative that children are rewarded for improvement and effort so that

this does not become a reward for the most able children.

Special rewards

Certificates will be awarded termly to students that receive the following merits

Bronze 30 Merits – Certificate of recognition in front of staff and peers during

assembly

Silver 50 Merits – Certificate of recognition during assembly, letter home

Gold 100 merits - Certificate of recognition during assembly, letter home

Platinum 150 merits – platinum award tie, certificate of recognition during

assembly, letter home

There will also be awards for the highest achievers in each grade at the end of each term. The

overall highest achievers for the year will receive an award at the annual prize giving.

Currently this is one student per grade. There is a second prize for the student that has made

the most progress during the year.

ACCEPTABLE AND UNACCEPTABLE BEHAVIOUR

The Academy defines acceptable behaviour as that which is built on respect and promotes

courtesy, co-operation and consideration from all students in terms of their relationships with

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others. It is acceptable behaviour which supports successful attitudes to learning and the

highest levels of progress and attainment.

The Academy has identified examples of unacceptable behaviour as that which includes

disruption in lessons, name calling, verbal abuse, threatening language or behaviour,

intimidation, physical abuse, bullying and harassment. It is behaviour which impedes

successful learning and attainment or has a negative impact on well-being.

ACTION(S) TAKEN BY STAFF

Our aim is for the King Fahad Academy to function through encouragement and

reinforcement of positive behaviours. In general, we prefer to deal with individual cases and

rely upon strategies or meetings with the Class teacher/form tutor, pastoral deputy, Heads or

school counsellors and positive reinforcement. However, if this approach is unsuccessful or

the infraction is more serious, the actions and support for the student are clearly outlined in

the KFA Behaviour Level Grid. All staff are expected to follow the steps in the grid, take

appropriate action and record all incidents on Pupil Asset.

Serious incidents may involve withdrawal from class [internal suspension], suspension from

school [external suspension] and ultimately, if necessary, exclusion from school. The

procedure for exclusion is set out below.

The use of action(s) to improve behaviour should be characterised by certain features:

It should be clearly apparent why the action is being taken and this should be in line

with the KFA Behaviour Level Grid.

It should be clearly apparent what changes in behaviour are required to avoid future

action(s) to be taken

Punishing groups must be avoided as this can foster resentment and a sense of

injustice (unless there are very specific reasons for doing so)

There must be a clear delineation between minor and major infractions using the KFA

Behaviour Level Grid and guidance effectively

It must be made clear that the behaviour is disapproved of, rather than the person.

Aggressive, threatening or persistent bullying type behaviour is completely unacceptable at

the King Fahad and is addressed in our separate Anti Bullying Policy. E-safety incidents are

recorded in the confidential E-safety Log (please refer to the E-Safety Policy for further

information on logging e-safety incidents) and the sanctions are listed in the Acceptable Use

Agreement and the E-safety Policy.

COMMUNICATION AND PARENTAL PARTNERSHIP

Staff at the King Fahad Academy believe a positive partnership with parents is essential to

developing trust and building a commonality of approach to expectations of behaviour and

strategies for addressing problems. We give high priority to openness of communication

within the school and to promoting and maintain high standards of behaviour. Where there is

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a serious concern (usually step -3 and- 4from KFA Behaviour Level Grid), parents will be

invited to a meeting to discuss the matter. Parent support is crucial and their involvement will

help lead to a positive outcome.

EXCLUSIONS FOR DISCIPLINARY REASONS

A student may be formally excluded from the school if it is proved on the balance of

probabilities that the student has committed a very grave breach of school policies, the

school’s ethos or a serious criminal offence (Step -4). Permanent exclusion is reserved for the

most serious breaches, for example physically harming another person or bringing a weapon

to school. The Director shall act with procedural fairness in all such cases. A permanent

exclusion will only normally be implemented after the previous disciplinary actions have

been tried but can be implemented at any time for serious situations. A permanent exclusion

can only be issued by the Director of the Academy.

SEARCHING

School staff can search a pupil for any item if the pupil agrees (the ability to give

consent may be influenced by the child’s age or other factors).

Headteachers and staff authorised by them have a statutory power to search pupils or

their possessions, without consent, where they have reasonable grounds for suspecting

that the pupil may have a prohibited item. Prohibited items are:

knives or weapons

alcohol

illegal drugs

stolen items

tobacco and cigarette papers

fireworks

pornographic images

any article that the member of staff reasonably suspects has been, or is likely to be,

used to commit an offence, or o to cause personal injury to, or damage to the

property of, any person (including the pupil).

Headteachers and authorised staff can also search for any item banned by the school

rules which has been identified in the rules as an item which may be searched for.

School Staff will follow the guidelines of the DFE advice ‘Searching, screening and

confiscation’ (Feb 2014)

CONFISCATION

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School staff can seize any prohibited item found as a result of a search. They can also seize

any item, however found, which they consider harmful or detrimental to the school

discipline.

School Staff will follow the guidelines of the DFE advice ‘Searching, screening and

confiscation’ (Feb 2014)

MOBILE PHONES

Students must hand in their mobile phones at the beginning of the day in line with the

Acceptable Use Agreement. IB students are allowed to have their phones with them,

however, their use is restricted to break and lunch times in the common rooms.

PUPIL ASSET ONLINE BEHAVIOUR LOG

KFA Behaviour Level Grid outlines behaviour for each step and appropriate actions from the

staff. The recording procedure is identified in the grid and there is suggested response and

support for the student, parents and staff. This grid makes actions and support very clear for

the identified behaviour.

There is an online logging system (Pupil Asset) linked to the KFA Behaviour Level Grid.

Teachers choose the grade followed by the student from a drop down list, and then supply the

details using the online prompts. The system automatically saves the information in the

online behaviour log. Staff should not change the logs made by other staff members. The

action(s) taken by staff are also recorded in the system. This provides a record over time and

can be used as a basis for meetings to discuss the student’s behaviour and a review of

strategies to improve behaviour. It will also be obvious where there is an improvement in

behaviour and the student will be recognised accordingly.

If an incident requires the immediate involvement of the DH or the HoS, the teacher should

alert that person by email as soon as possible after the event or discuss it with them as soon as

it is convenient.

The Pastoral Committees in each school will meet bi-weekly to discuss student behaviour and

action taken. Strategies to support the student will be discussed. When necessary, class

teachers, form tutors, SEN support or School Counsellors will be asked to attend these

meetings.

Terms used:

DH: Deputy Heads

HoS: Head of School

Appendix 1 - Student Code of Conduct (KFA Charter)

Appendix 1

Student Code of Conduct

We learn about and understand our own culture and faith and this enables us to have

understanding and an open-minded attitude towards other cultures and beliefs – equipping us

with the necessary knowledge and skills to appreciate and thrive in today’s increasingly

globalised and multicultural world. At the King Fahad Academy:

We are Principled:

We respect each other and treat everyone with respect.

We are polite and courteous to everyone. We consider other people’s feelings and

never make hurtful remarks.

We walk safely and sensibly around the School, always on the left.

We wear our uniform with pride.

We are thinkers:

Ensure we do our best at all times. We value and enjoy our learning.

Our work should be completed to the best of our ability and submitted on time.

We arrive at school and at lessons on time and ready to work.

We look after our environment and do not drop litter. We look after our property and

the property of others and the school.

We are Caring:

We care for one another and therefore if we see someone is unhappy, we either

go to their assistance or report the matter to a member of staff.

We care about learning. We are on task throughout the lesson - making it easy for

everyone to learn and for the teacher to teach

When we see bullying behaviour, we take action.

We care about the future and we try to take action to improve it.

Appendix 2 - Upper School Behaviour Grid

Appendix 3

KFA Behaviour Level Grid

Behaviour

Level:

Behaviour: Action(s) to be

taken by staff:

Support Offered

+3 Excellent. Over

and above.

Knowledgeable/thinker/ inquirer: Very good

improvement in a particular subject,

consistently good effort

Caring: Consistently good behaviour, acts of

special kindness, befriends or supports another

student or group, initiates environmental project

Risk-taker: Initiating action in the community,

initiates a whole school project, special

contributions to school life

Principled: Models the learner profile for others

Risk-taker: Stands up against unkindness or

unjust actions

Communicator: Can use communication skills

to solve complex problems, represents the

class or the school

Thinker/reflective: Can bring about change,

can support staff in leading students for

example in the mosque

Log the behaviour with 2

merits on the system.

Offer verbal praise and

encouragement.

Recognition/award

during assembly

Certificate

Post card home

Phone call home

Inform DH/HOS

Praise and

encouragement

Positive school

environment

House boards

Special Award Scheme

(merits)

+2 Balanced: Consistent + 1 behaviour

Principled: Consistently good uniform,

consistently prepared for PE, being responsible,

Log the behaviour with 1

merit on the system.

Certificate

Post card home

Appendix 2 - Upper School Behaviour Grid

Good.

Over and above.

being particularly helpful, courteous and polite

Knowledgeable/thinker/ inquirer: Taking

initiative to extend a piece of work, extra

research, good problem solving

Caring: Motivating others to take care of the

environment, organising a clean-up,

Caring for others: Befriending or supporting

another student (in transition, or being bullied)

Thinker/knowledgeable: Achieving excellent

work, sustained effort

Thinker/reflective: Making a positive change

to become a better person, being a role model

for others in the mosque

Risk-taker: Using initiative to make change

happen in your life, your family, your class

Communicator: Leading a group, taking

responsibility for a group, can give and follow

directions

Offer verbal praise and

encouragement

Phone call home

Inform DH/HOS

Praise and

encouragement

Positive school

environment

House boards

Special Award Scheme

(merits)

+1 Expected

Principled: respecting others - opening doors,

helping to carry things. Being honest and fair.

Balanced: using time wisely - Arriving on time:

for school, lessons, assemblies, meetings,

consistently meeting deadlines

Caring: caring for the environment and being

helpful - Picking up litter, tidying the classroom,

tidying table in dining hall, putting equipment

away

Caring for others: showing empathy, is

sensitive to the needs of others, helps others

Communicator: Sharing ideas and open to

ideas of others- Team work and collaboration

Log the behaviour on the

system (no merits).

Offer verbal praise and

encouragement.

Praise and

encouragement

Positive school

environment

House boards

Special Award Scheme

(merits)

Appendix 2 - Upper School Behaviour Grid

Knowledgeable/thinker/ inquirer: Good effort

in lesson or homework

Reflective/ balanced: thinking about how you

can improve - Good behaviour in the mosque,

apologises when wrong.

0 Neutral

Being Bullied

Being targeted/picked on

Log the concern/ incident on

the system and email the

DH.

Anti-bullying policy

Behaviour Policy

-1 Aggravation

Disruptive: disrupting teacher/pupils during

class/prayer time including wandering about,

silly noises

Ignoring teachers’ instructions

Incorrect uniform

Eye

contact/frowns/proximity

Verbal warnings

Confiscating items

Change of seating

Missing Break:

approximately 5 minutes of

break time with the teacher

Remind student of the

school essential

agreement

Praise for correct

behaviour and

reinforcement of the

learner profile

-2

Low Level

Unintended dangerous behaviour

Using mobiles: not handing in mobile

phone(s) in the morning/IBDP using mobiles

outside their common room

Handling prohibited items in school:

bringing/buying/selling prohibited food or

other items

Separation from rest of

class/group by sitting on a

table alone and/or facing

away from other students

where appropriate (not

facing the wall)

Reflection/ letter of apology/

FIXIT Plan - to be placed in

deputy’s pigeon hole for

records.

Completing unfinished work

at playtime/home

‘Cool off’ period in class as

Remind student of the

school essential

agreement

Discussion with

teachers/peer support

Praise for correct

behaviour by all

student’s teachers

Letters/phone calls

home for improved

behaviour

Appendix 2 - Upper School Behaviour Grid

appropriate to calm down to

prevent worsening

behaviour - student must

complete a reflection.

Teacher to place it in deputy

head’s pigeon hole with

their comments on it.

Missing some/ all of break

time

Confiscating items

-3 Serious

Bullying (repeated harmful/offensive name

calling, gestures, threats, racism,

homophobia, gender based bullying)

Online safety incident (including cyber-

bullying)

Throwing small objects

Deliberately damaging others’ property

Missing/leaving class

Rudeness/swearing

Spitting

Reflection/ letter of apology/

FIXIT Plan - to be placed in

deputy’s pigeon hole for

records.

Exclusion from class – in

school, with approval of

DH/HOS

Reflection after school

Break / playtime exclusion

1-5 days with reflection

Contact with parents by

DH/HOS

Action(s) in line with Online

Safety Policy

Meeting of appropriate

staff to discuss student’s

behaviour

Individual targets

Individual Behaviour

Plan (shared with all

appropriate staff and

parents)

Praise for correct

behaviour by all

student’s teachers

Reflection with DH/HOS

Regular contact with

parent/s

Counsellors /outside

agency help

On report to DH/HOS

Information given to

parents re online

safety/anti-bullying

Appendix 2 - Upper School Behaviour Grid

-4 Very Serious

Stealing

Serious threats

Very serious challenge to authority

Extreme danger or violence

Leaving school without permission

Bringing any object used to harm another

Persistent step 1, 2 or 3 behaviour

Inform HOS/DH

immediately

HOS/DH contact parents

Possible police contact

External Exclusion of 1-5

days

After 5 days of exclusion in

any one term, the next

sanction will result in a

further fixed term exclusion.

Fixed term exclusion can be

from 1 to 45 days

Permanent exclusion (with

or without previous

exclusions)

Counsellors /outside

agency help

Individual targets

Individual Behaviour

Plan (shared with all

appropriate staff and

parents)

School and parent

regular contact with

DH/HOS & Class

teacher

On report to DH/HOS

Reflection with DH/HOS

و 3-

-4.

-3

و.4- و

متعمد اضطرابخلق ي

للمعلم أو الطالب خالل الدرس أو وقت التجوال في الممرات و إصدار . الصالة

األصوات المزعجة

المعلم تعليمات تجاهل

عدم ارتداء الزي المدرسي الكامل

االتصال البصري

التقطيب

الوقوف قريبا من الطالب

للصف ساسياأل تفاقباال الطالب تذكير وتعزيز السلوك السليم الثناء على

المتعلم مالمح

المجموعة حيث /فصل الطالب عن زمالئه عنتجاه خخر بعيدا اليجلس لوحده أو مواجها

لكن ال يواجه الحائطالطالب

، خطة خطاب تأمل أو اعتذارFIXIT – .تعطى لمعاون المدير للحفظ

إكمال األعمال المدرسية خالل االستراحة أو في المنزل

إعطاء فترة من الوقت للطالب لكي يهدأ للحدعلى الطالب إكمال ورقة -من تفاقم سلوكه

التأمل تعطى لمعاون المدير

فقدان بعض أو كل فترة االستراحة

للصف ساسياأل تفاقباال الطفل تذكير من قبل كل السلوك السليم الثناء على

معلمي الطالب

اتصال عند تحسن سلوك /خطابات الطالب

مصادرة المواد

خطة تأمل أو اعتذار ، خطابFIXIT – .تعطى لمعاون المدير للحفظ

داخل المدرسة، –إبعاد الطالب عن الصف المدير/يجب الحصول على موافقة المعاون

التأمل بعد المدرسة

أيام مع 5-1فصل الطالب خالل االستراحة التأمل

المدير/األتصال بولي األمر من قبل المعاون

سياسة السالمة إجراءات تتماشى مع اإللكترونية

لمناقشة المعنييناجتماع الموظفين سلوك الطالب

األهداف الفردية

يطلع عليها) ةخطة السلوك الفردي (األمر وولي المعنيينالموظفين

الثناء على السلوك الصحيح من قبل جميع معلمين الطالب

المدير/المعاونلتأمل مع ا

ولي األمراالتصال المنتظم مع

جهةمساعدة من /المرشدة الطالبية خارجية

المدير/التواصل المستمر مع المعاون

بخصوص لولي األمرالمعلومات تقديم التنمرمكافحة / اإللكترونيةالسالمة

على الفور المدير/المعاونإبالغ

االتصال بولي األمر من قبل المدير

•إمكانية االتصال بالشرطة

• أيام 5-1استبعاد خارجي من

• الفصل في االستبعادأيام من 5بعد، فإن العقوبة التالية سوف الدراسي الواحد

.تؤدي إلى استبعاد خخر لفترة محددة

• 1االستبعاد المحدد المدة من يمكن أن يكون يوما 55إلى

• مع أو بدون استثناءات )االستبعاد الدائم (سابقة

وكالةمساعدة من /المرشدة الطالبية خارجية

األهداف الفردية

يطلع عليها) ةخطة السلوك الفردي (األمر وولي المعنيينالموظفين

من قبل ولي األمر مع االتصال المنتظم لصفاإلدارة ومعلم ا

المدير/المعاونلتأمل مع ا