Behavior, Rewards & Sanctions Policy

⚠️ ADAPTED POLICY — REQUIRES AFS LEADERSHIP SIGN-OFF BEFORE USE This policy governs the discipline of young children (KG1 – Grade 6) and cites the Bahrain Ministry of Education discipline policy. Before it is published or relied upon, Al Fajer Private School leadership must: (1) fill every [NEEDS AFS INPUT] placeholder, (2) verify that the current Bahrain MoE discipline-policy version and its article numbering apply to AFS as cited, and (3) formally adopt it with real dates. Nothing in this document has been invented to fill those gaps.

DOCUMENT CONTROL

Table of Contents

1. Rationale
2. Promoting Positive Behavior
3. School Rules and Expectations
4. Consequences of Negative Behavior
5. Stepped Response to Negative Behavior
6. The Issuing of Sanctions and the Follow-Up
7. Criminal Offenses
8. Grievance

1.0 Rationale

1.1 Good behavior makes effective teaching and learning possible, and poor behavior disrupts this process. In order to fulfill their learning potential, children need an environment which embraces good behavior, politeness, helpfulness, and care for others and the surroundings. This, we believe, is achieved through positive relationships of mutual respect among all members of the school community. AFS is a KG1 – Grade 6 school: our students are young children, so our approach to behavior is supportive, restorative, and age-appropriate at every step.

1.2 Al Fajer Private School…

1.2.1 Is welcoming and safe 1.2.2 Treats students fairly, consistently, and respectfully 1.2.3 Promotes mutual trust and respect 1.2.4 Supports students 1.2.5 Encourages self-discipline and independence 1.2.6 Keeps parents informed 1.2.7 Responds to concerns

1.3 Students…

1.3.1 Obey rules and meet expectations 1.3.2 Attend school and are punctual 1.3.3 Bring correct equipment and complete work 1.3.4 Respect the rights of others within the school community 1.3.5 Behave safely and respectfully 1.3.6 Respect the school environment 1.3.7 Embrace the values of AFS: loyalty and integrity; intellect, optimism, and creativity

1.4 Parents…

1.4.1 Respect the school's values, rules, rewards, and sanctions framework 1.4.2 Inform the school about anything that may affect their child's learning 1.4.3 Respond sensitively to concerns raised by teachers 1.4.4 Read, understand, and accept the Parent Handbook [NEEDS AFS INPUT: a Parent Handbook is referenced but is not in the current AFS policy set — create it or remove this reference]

2.0 Promoting Positive Behavior

2.1 Positive behavior is best encouraged by example, and by having clear, high expectations of students. Using a rewards system helps promote and maintain a very good standard of student behavior across the school.

2.2 At times, inappropriate behavior occurs, and it should be dealt with in a suitable and consistent way. Inappropriate behavior is divided into four levels, with strategies and sanctions associated with each (see section 5). Strategies and sanctions are concerned with the personal and social education of every student involved, and should not be looked upon as means of redress or retribution.

2.3 Good behavior is recognized through our reporting system of "attitude to learning," which is divided into 4 sections:

2.3.1 Excellent 2.3.1.1 Work in class and at home shows consistent signs of substantial effort in relation to a student's strengths. Work actively builds on previous feedback and comments. The student is self-reflective and makes every effort to understand and learn from feedback. 2.3.1.2 All work is completed on time, and students model the school's values both inside and outside the classroom. 2.3.1.3 The student has high self-motivation, is responsive to feedback, and often embraces challenges. 2.3.1.4 The student is always focused and engaged in class. 2.3.1.5 The student participates enthusiastically and pertinently. 2.3.1.6 Homework is always completed to an excellent standard. 2.3.1.7 The student is always equipped for lessons and arrives promptly. 2.3.1.8 The student helps to create a positive learning community, respecting the views of others and supporting their peers. 2.3.1.9 The key word descriptor is "Excellent."

2.3.2 Good 2.3.2.1 Work either in class or at home shows good levels of effort. This means that it will be completed on time with attention paid to presentation, structure, and preparation. Students will have used relevant resources to plan and inform their work. There will be some evidence that students have worked on the guidance and feedback provided over the course of a series of lessons. All students at AFS are expected to work well, be polite, and model the school's values inside and outside the classroom. 2.3.2.2 The student is committed to success, generally responsive to feedback, and at times engages with challenge. 2.3.2.3 The student is generally focused and engaged in lessons. 2.3.2.4 The student generally participates in class discussions. 2.3.2.5 Homework is usually completed to a good standard. 2.3.2.6 The student is generally equipped for lessons and arrives promptly. 2.3.2.7 The student respects the views of others and collaborates well with their peers. 2.3.2.8 The key word descriptor is "Good."

2.3.3 Inconsistent 2.3.3.1 Previously referred to as "C" for Concern or Coasting. 2.3.3.2 A student's attitude to their work falls short of expectations. This is either because it is inconsistent or because the student may be coasting. EITHER attitude to work or behavior in class will give rise to some concern, OR homework will be the result of inadequate effort. Some work may be late. The student struggles to critically evaluate their work and does not consistently act on the advice provided. Students may be awarded this grade even if the effort for some work has been good. 2.3.3.3 The student has variable levels of commitment to learning and is not yet consistently persevering through challenges, or responding to feedback. 2.3.3.4 The student has variable focus and engagement levels in class. 2.3.3.5 The student contributes when called upon. 2.3.3.6 Homework often needs additional detail or accuracy. 2.3.3.7 The student is not always equipped for lessons or does not always arrive promptly for lessons. 2.3.3.8 The student, at times, disrupts the learning of others. 2.3.3.9 The key word descriptor is "Inconsistent."

2.3.4 Unsatisfactory 2.3.4.1 This grade will hopefully be very rare. Consistently poor attitude, behavior, or effort will be evident. There will be little evidence that the student has attempted to engage with feedback or improve work based on the guidance provided by the teacher. 2.3.4.2 The student has shown a lack of commitment to learning. Even with support given, work is incomplete and often falls below the expected quality. 2.3.4.3 The student is mostly disengaged with their learning in class. 2.3.4.4 The student does not actively contribute to lessons. 2.3.4.5 Homework is often not completed. 2.3.4.6 The student is frequently not prepared and not equipped for lessons. 2.3.4.7 The student often disrupts the learning of others. 2.3.4.8 Classroom/homeroom teachers will contact parents. 2.3.4.9 The key word descriptor is "Unsatisfactory."

2.4 Positive steps towards positive behavior

2.4.1 Pride in our school will be encouraged both explicitly and implicitly. The wearing of a school uniform will be expected as it gives a common sense of identity. 2.4.2 A positive, pleasant classroom environment will be created where children have meaningful and differentiated work related to their ability, and where enthusiasm, praise, and encouragement dominate. 2.4.3 Pride in our school environment will be created by well-maintained grounds, clean buildings, and attractive wall displays. Children will be encouraged to respect these and help both actively and passively to maintain them. 2.4.4 Children will be encouraged to fulfill their potential both inside and outside of the classroom and during extracurricular activities. 2.4.5 Respect for religious and moral standards will be stressed at suitable opportunities. 2.4.6 Children will have a clear understanding of class and school rules and values and why they are important, with emphasis on a feel-good factor: reward, praise, good attitudes, and setting a good example. 2.4.7 Children will be expected to exhibit good manners at all times. 2.4.8 The use of "Please," "Thank you," and "Excuse me" will always be expected. 2.4.9 At all times active supervision will be expected from staff to ensure the school's expectations are being adhered to. 2.4.10 Praise and the expectation of high standards of behavior are ultimately more effective than sanctions.

2.5 Good behavior is encouraged

2.5.1 By the use of a quiet voice and a calm manner 2.5.2 Through positive praise 2.5.3 Leading by example — being a positive role model 2.5.4 Offering meaningful rewards 2.5.5 Recognizing small achievements 2.5.6 By making children feel special 2.5.7 By recognizing that everyone needs to be heard 2.5.8 Through effective teaching and learning 2.5.9 By enabling access for all to a differentiated curriculum 2.5.10 Through consistent classroom management across the school 2.5.11 By setting clear boundaries and clear expectations in line with the school values 2.5.12 By ensuring children know WHY good behavior is necessary 2.5.13 Through eye contact and smiling 2.5.14 Through open, honest communication between home and school

2.6 Class teachers can reward behavior with any of the following strategies:

2.6.1 Smiles 2.6.2 Positive praise and encouragement 2.6.3 Celebrating good behavior/success 2.6.4 Positive comments to parents — telephone or email 2.6.5 Recommendation for certificates (well-done postcard, champion of the week, grade-level lead commendation, and Principal's commendation) [NEEDS AFS INPUT: confirm AFS leadership titles below the Principal — "grade-level lead" is used throughout this policy pending confirmation] 2.6.6 Send to another member of staff to reinforce success and praise 2.6.7 Invite to termly rewards / trips 2.6.8 Appointment of students to age-appropriate positions of responsibility (e.g., class monitors, student council) [NEEDS AFS INPUT: confirm AFS's student-leadership structure for KG1 – Grade 6]

2.7 Phased approach to rewards

2.7.1 AFS operates a single, school-wide rewards system for KG1 – Grade 6, in which rewards follow a pattern of increasing significance. [NEEDS AFS INPUT: AFS's rewards system — the source school's separate house-point and tutor-point streams have been merged into one proposed ladder below, which AFS must confirm or replace] 2.7.2 Reward point / class token — an excellent piece of work, setting an excellent example, demonstrating a positive behavior 2.7.3 Email/phone call to parents — consistently producing excellent work, demonstrating good behavior 2.7.4 Well-done postcard / champion of the week — an even higher level of achievement 2.7.5 Grade-level lead commendation — consistently high level of achievement 2.7.6 Principal's Commendation — reserved for only the most outstanding of achievements

2.8 In following this approach, while behavior is benchmarked against the same standards for all students, rewarding work should be considered on an individual basis and in relation to the level of ability of that student. In other words, we should be rewarding PROGRESS as well as ATTAINMENT.

2.9 Upon achieving a set number of reward points or equivalent, students will be rewarded for reaching that milestone (for example 25, 50, 75, 100, 150) [NEEDS AFS INPUT: confirm milestone values as part of AFS's rewards system].

3.0 School Rules and Expectations

3.1 Please note that this list is not exhaustive and the school enforces rules and expectations in line with the laws of Bahrain, social and cultural norms, and accepted boundaries of respect, politeness, and decency.

3.2 At all times, we expect students to:

3.2.1 Wear the correct uniform; 3.2.2 Show respect for all community members, and not bully, demean, or persecute others; 3.2.3 Be punctual and have high attendance levels; 3.2.4 Not chew gum, nor eat during lessons; 3.2.5 Not bring any illegal or unauthorized items into school; 3.2.6 Respect one another's property, and the property of the school; 3.2.7 Not put anyone else at risk; 3.2.8 Communicate in English, except when in appropriate lessons (Arabic, other languages, Islamic education, citizenship); 3.2.9 Not bring into school any items of a political nature or items intended to influence the views of others.

3.3 In the classroom we expect students of AFS to:

3.3.1 Complete all tasks set to the best of their ability; 3.3.2 Not talk when the teacher or another student is addressing the class; 3.3.3 Be supportive of each other and not ridicule someone if they get an answer wrong; 3.3.4 Record assignments and tasks appropriately and always hand work in on time.

3.4 At break time we expect students of AFS to:

3.4.1 Form an orderly line in the cafeteria; 3.4.2 Always be respectful towards the catering staff; 3.4.3 Take responsibility for clearing all of their own litter and plates; 3.4.4 Use designated areas for playing games; 3.4.5 Play safely; 3.4.6 Wear a hat and sunscreen when playing games outside.

3.5 When moving around the school we expect students of AFS to:

3.5.1 Walk calmly and quietly around the school so as not to disturb other classes; 3.5.2 Follow and abide by any one-way system in place around the school; 3.5.3 Walk on the right-hand side of the corridors and stairs and hold doors open for staff; 3.5.4 Form orderly and quiet lines outside the classrooms while waiting for the teacher or to enter the room; 3.5.5 Not use the elevator without permission from staff members.

3.6 When on external trips or representing the school we expect students of AFS to:

3.6.1 Behave in the same way that the school expects them to behave at school; 3.6.2 Always listen carefully to all the instructions given to them by a teacher or adult; 3.6.3 Follow all instructions given to them the first time; 3.6.4 (When representing the school in sports) always display excellent etiquette and sportsmanship, respecting teammates, opponents, and officials.

3.7 When on the school buses [NEEDS AFS INPUT: confirm AFS's bus service arrangements — see School Transportation Policy] we expect the students of AFS to:

3.7.1 Always wear seatbelts and remain in their seats at all times; 3.7.2 Respect all members of the bus including fellow passengers, the bus monitor, and the driver; 3.7.3 Not distract the driver; 3.7.4 Follow all instructions the first time; 3.7.5 Treat the bus like a classroom, being mindful of others.

4.0 Consequences of Negative Behavior

4.1 In the classroom

4.1.1 The following strategies, positive interventions, and sanctions are applicable in the classroom.

4.1.1.1 Praise positive behavior — The behavior of another child behaving well in class will be highlighted in order to encourage others to behave in a similar manner. 4.1.1.2 A look of disapproval — This will make the particular child and others aware of the school's / teacher's disapproval of unacceptable behavior. 4.1.1.3 Discussion — The teacher will quietly talk with the student to try to reach an understanding. 4.1.1.4 Students are expected to listen carefully to instructions in lessons. If they choose not to do so, they can be asked either to move to a place nearer the teacher or to sit on their own. 4.1.1.5 Students are expected to try their best in all activities. If they choose not to do so, they may be asked to re-do a task. 4.1.1.6 If a child is disruptive in class, the teacher reminds him or her of expectations. If a child misbehaves repeatedly, the child can be seated apart from the rest of the class until she or he calms down and is able to work sensibly again with others. The safety of the children is paramount in all situations. If a child's behavior endangers the safety of others, the class teacher stops the activity and prevents the child from taking part for the rest of the session. 4.1.1.7 If the inappropriate behavior persists, then a teacher may remove the child for "time out." If appropriate, this may be to another classroom or to an office (for example, the grade-level lead's office). When the child returns to their own class they will be expected to apologize for their behavior. 4.1.1.8 After an incident of inappropriate behavior has been dealt with, the teacher should make sure they reconnect with the child, to establish a fresh start. 4.1.1.9 If inappropriate behavior persists, help should be sought from the grade-level lead in the first instance. 4.1.1.10 If a child continues to have difficulty with behavior, the class teacher should request a meeting with parents to work collaboratively on a strategy for improvement.

4.2 The following sanctions are applicable at break times and in the playground:

4.2.1 A child is verbally warned about inappropriate behavior. 4.2.2 Next she or he can be asked to sit on a bench for a short period of time or to stay with the teacher. 4.2.3 A restorative and reflective session at another break time. 4.2.4 A senior member of staff will be asked to talk to the child — the grade-level lead, a member of the school leadership team, or the Principal. 4.2.5 Duty staff should inform class teachers and homeroom teachers of behavioral issues that arise in the playground. All incidents that require escalation to a senior colleague are to be entered onto the school's student-information system [NEEDS AFS INPUT: AFS student-information system]. 4.2.6 If the behavior is repeated, parents will be telephoned, explaining the situation. 4.2.7 A meeting may then be held with the grade-level lead, a member of the school leadership team, or the Principal and the parents to agree strategies to modify the behavior if it persists.

5.0 Stepped Response to Negative Behavior

5.1 As per Bahrain MoE discipline policy, article 4 [NEEDS AFS INPUT: verify that the current Ministry of Education discipline-policy version, and the article numbers cited throughout this policy, apply to AFS]:

5.1.1 When considering negative behavior and the appropriate consequences, the following should be taken into consideration: 5.1.2 The student's age, educational level, level of development, and perception. 5.1.3 The nature of the violation, the size of the damage caused, and its circumstances. 5.1.4 The student's academic and behavioral record. 5.1.5 Whether the student has special educational needs. 5.1.6 Any mitigating circumstances.

Because every AFS student is a young child, consequences at every level are applied with a supportive, restorative intent: the goal is always to help the child understand, put things right, and return to learning.

5.2 Level 1

Low-level misbehavior in class should be managed by the class teacher and need not normally be referred upward, unless the behavior persists after repeated warnings. If a student's misbehavior is to be categorized as Level 2 because of persistence of Level 1, they should be warned, and parents informed by the class teacher. Information must now be recorded on the school's student-information system [NEEDS AFS INPUT: AFS student-information system].

Level 1 misbehavior

• Not on task
• Disrupting another's learning / chatting in class
• Distraction, interruption
• Answering back (first time)
• Not following instructions
• Late or poor work submission
• Telling lies / getting others into trouble
• Minor verbal insults, minor bad language
• Unsafe movement around the school
• Unsafe behavior
• Careless damage
• First-time deliberate minor damage to property
• Playtime incident (first occurrence)
• Not clearing up after themselves in the cafeteria
• Repeated lateness
• Using a mobile phone or smart device on the school site during the school day [NEEDS AFS INPUT: AFS school day] (phones are discouraged for KG1 – Grade 6 students — see Use of Mobile Phone Policy)
• Uniform infringement

Level 1 strategies and sanctions

• Disapproving look (non-verbal)
• Repositioning of children (i.e., separate those who have misbehaved together)
• Peer reminder (used sensitively)
• Reminder to treat others as one would wish to be treated oneself
• A visual reminder, e.g., moving to orange on a classroom traffic-light chart (proposed primary mechanic carried over from the source school) [NEEDS AFS INPUT: confirm the classroom-level behavior systems AFS uses]
• Private discussion with the child
• Use of the in-class behavior/rewards system, such as reward points, class tokens, or star of the week (named certificates, date inserted when awarded) [NEEDS AFS INPUT: AFS's rewards system]
• Mobile phone confiscated and held safely in the school office; returned at the end of the school day [NEEDS AFS INPUT: AFS school day]
• Restorative reflection session at break time

Positive interventions and sanctions are discussed and agreed within grade levels and grade bands (KG, Grades 1 – 3, Grades 4 – 6), taking into account the specific circumstances.

5.3 Level 2

Persistent misbehavior in class is to be recorded on the student-information system by the class teacher and brought to the attention of the grade-level lead. Should the behavior continue, the grade-level lead will make further contact with parents. Persistent Level 2 behavior, or incidents of serious misbehavior, will then be forwarded, by the grade-level lead, to the school leadership team.

Level 2 misbehavior

• Persistence of Level 1
• Incomplete tasks (deliberate)
• Refusal to work
• Defiance
• Deliberate destruction of another child's piece of work
• Minor deliberate damage to property
• Removing someone's property / intending to remove someone's property without their permission
• Direct verbal insults
• Inappropriate language that may be perceived to be culturally insensitive or of a racist nature
• Aggressive behavior
• Isolated incident of physically hurting someone (minor)
• Bullying or persistent name-calling, including online or through messaging apps (see Online Safety Policy)
• Refusal to clear up after themselves in the cafeteria
• Repeated use of a mobile phone on the school site during the school day [NEEDS AFS INPUT: AFS school day]
• Repeated uniform, stationery, or punctuality infringement
• Bringing a prohibited item onto the school site (depending on the item, may escalate to Level 3)

Level 2 strategies and sanctions

• Logged in the student-information system [NEEDS AFS INPUT: AFS student-information system]
• "Time out" in the classroom
• Monitoring report (Levels 1 – 3)
• "Time out" in another (pre-arranged) classroom
• Stay in for PART of break time in a supervised area, e.g., a leadership-team office (the child must always be allowed to eat, drink, and use the bathroom)
• Loss of privileges / choice of activity (e.g., reduced Golden Time) (proposed primary mechanic carried over from the source school — see the flag in section 5.2)
• Restorative and reflective session at break time or another supervised time during the school day, led by the grade-level lead
• Community service (an age-appropriate helping task around the school), as stated in Bahrain MoE discipline policy, article 1
• Academic monitoring booklet (Levels 1 – 3)
• Persistent unacceptable behavior — parents informed by the class teacher; informal meeting and discussion with parents. The grade-level lead / homeroom teacher / a member of the school leadership team to be informed prior to arranging any meeting with parents.
• Where incidents take place during outside play, the child should remain with the teacher (as a "time out") and the class/homeroom teacher informed when the children go back into school.
• Where incidents take place on an educational visit, the child should remain with the teacher (as a "time out") and (if applicable) the Principal informed when the children go back to school.
• Mobile phone confiscated and held safely in the school office; parents contacted and asked to collect it.
• Uniform — parents contacted and asked to help correct the issue.

Sanctions are at the discretion of the grade-level lead, taking into account the specific circumstances.

5.4 Level 3

Level 3 misbehavior is defined as either persistent, deliberate Level 2 misbehavior, or other very serious misbehavior (details below). Parents will be contacted and the incident referred to the Principal. Several Level 3 categories are, first and foremost, safeguarding matters when they involve young children, and are handled under the Safeguarding & Child Protection Policy alongside any behavioral response.

Level 3 misbehavior

• Persistence of Level 2
• Continued use of a mobile phone on the school site during the school day [NEEDS AFS INPUT: AFS school day]
• Major disruption of class activity
• Consistent or serious deliberate damage to property
• Removing someone's property / intending to remove someone's property without their permission (persistent)
• Repeated incidents of bullying
• Persistent bad language and verbal insults
• Direct racial insults
• Persistent incidents of physically hurting other people (minor), or a serious incident of physically hurting someone
• Abusive or threatening behavior towards adults or children, including online
• Dangerous refusal to obey an instruction
• Defiance of and/or direct rudeness to a member of staff
• Leaving the classroom without permission, or deliberately avoiding a lesson
• Leaving the school premises without consent
• Bringing a prohibited item onto the school site which is dangerous, such as a weapon, drugs, or alcohol (with a young child, also assessed as a safeguarding concern)
• Serious misconduct in public while representing the school (for example, on a school trip or at a school event)
• Taking photographs or audio/video recordings of fellow students, members of the educational and administrative staff, or school workers, or publishing those pictures or recordings by any means, without prior written permission from the school administration
• Bringing, sharing, or viewing sexually explicit or otherwise seriously inappropriate material — any such incident involving a young child is handled first and foremost as a safeguarding matter (see Safeguarding & Child Protection Policy)
• Serious incidents of a sexual nature — always handled under the Safeguarding & Child Protection Policy, recognizing that such behavior in a young child may itself be an indicator of harm
• Any acts of a criminal nature

Level 3 strategies and sanctions

• The Principal and the school leadership team informed immediately
• Mobile phone — parents invited to meet a senior leader; the student may no longer bring a mobile phone to school
• Formal meeting with a senior leader and/or the Principal (child)
• Restorative reflection session with a member of the school leadership team
• "Time out" with school-leadership supervision (pre-arranged)
• Parents may be invited into school for a formal discussion with a senior leader and/or the Principal — a written record of the meeting should be sent to parents and a copy kept in the student's file
• Action plan agreed involving school and parents — written record shared with parents
• Monitoring report (Levels 3 – 4); behavior contract, supervised by the Principal or a designated senior leader — copy sent to parents
• Level 3 action should be recorded by the Principal or a designated senior leader, and the class teacher informed of outcomes
• Parents should be informed by the Principal or a senior leader of any formal meetings that have taken place with their child
• Parents may be charged for the repair or replacement of any damaged property
• Where incidents take place during outside play or on an educational visit, the child should remain with the teacher (as a "time out") and the class teacher — and, if applicable, the Principal — informed when the children return to school
• If the incident is of a severe nature and there is a risk to the safety of staff or students, the teacher should take action to ensure the safety of the children and themselves and immediately request help from a senior colleague

Exclusions — at the discretion of the Principal

• Internal contemplation time — the student completes work under close supervision — up to 3 days
• Temporary external exclusion — the student remains out of school for a predetermined period, up to 5 days (all such exclusions are notified to the Ministry of Education)

Sanctions are at the discretion of the school leadership team, taking into account the specific circumstances.

5.5 Level 4 — Exclusions beyond five days (summary)

For the most serious or persistent misconduct, the school may consider:

• Temporary exclusion, from one term up to one academic year
• Required withdrawal or permanent exclusion

For any exclusion at this level: The Principal recommends; [NEEDS AFS INPUT: AFS governance body] endorses; the Ministry of Education reviews/approves as required.

In a school of young children, exclusion of any kind is a genuine last resort. The full procedure, evidence standards, safeguards, and parents' review rights are set out in the Exclusions Policy, which must be read alongside this section.

This stepped response is compliant with Bahrain MoE discipline policy, article 5.

5.6 Student Discipline Committee

5.6.1 In line with Bahrain MoE discipline policy, article 7, this committee shall be made up of:

5.6.1.1 The Principal (chair) 5.6.1.2 Member(s) of the school leadership team 5.6.1.3 The relevant grade-level lead

[NEEDS AFS INPUT: confirm the committee's composition against AFS's actual staffing structure and current MoE requirements]

This committee will investigate and review serious incidents, at Level 3 and above, in order to reach a reasonable and justified conclusion. In order to carry out their investigation, they may suspend a student from school for up to 3 days pending the outcome of the investigation.

They will recommend actions and outcomes, which will be available to the MoE at their request.

All temporary external exclusions up to 5 days will be notified to the MoE. In the case of an exclusion for more than 5 days, the school will submit to the MoE for approval.

The MoE may at any time ask to join this committee or see evidence of its meetings and findings.

6.0 The Issuing of Sanctions and the Follow-Up

6.1 The school fully supports staff members in making reasonable and appropriate decisions about sanctions. However, the school also requires that teachers understand this policy and remain in line with the guidelines provided. Inconsistently applied sanctions are unfair and may be detrimental to the wellbeing of students. Staff who do not follow this policy will be invited by a member of the school leadership team to discuss their actions; continued disregard of this policy may lead to the staff member being placed on a support plan.

6.2 Teachers should make every effort to make students aware of the reasons for the sanctions issued. A student who wishes to discuss a sanction may do so with the grade-level lead or a member of the school leadership team, who will make a final determination. Students need to be honest about their conduct, and mindful of the school expectations concerning respect for teachers and the need to refrain from defiance.

6.3 Students will find their sanctions are an opportunity to reflect on their behavior, and take steps to work towards more positive behavior.

6.4 AFS staff should encourage this improvement, through follow-up conversations and provision of work.

6.5 Parents can also encourage this improvement process, by speaking with their child about their actions, and liaising with staff to determine the best way to cooperate to achieve the desired result in terms of behavior.

6.6 Parents may believe that the selected sanctions are not commensurate with their child's behavior, in which case they may privately approach the grade-level lead or a member of the school leadership team to discuss.

6.7 While the school welcomes parental involvement and feedback, it is respectfully requested that parents do not publicly argue against decisions made by school staff. Such actions undermine the behavior policy of the school, and lead students to believe that rules may not apply to them. This counteracts a key aspect of the school's "hidden curriculum."

6.8 After any instance of negative behavior, once a sanction has been determined and logged appropriately, thought will also be given to the ongoing support required by the student, and how best to reintegrate the student with the student body. In minor cases, this will be determined by the teacher; in more serious cases, grade-level leads, the school leadership team, and the school counselor [NEEDS AFS INPUT: confirm AFS's counselor provision] will decide upon the best course of action, on a case-by-case basis.

6.9 The general rule is that sanctions are only effective if they are accompanied by an explanation and a plan for preventing the same or similar behavior from occurring again.

7.0 Criminal Offenses

7.1 The school, as directed by the MoE, will inform them of any disciplinary matters of a criminal nature, and also inform the relevant authorities.

8.0 Grievance

8.1 Where a student has been suspended for a period of one academic term, one academic year, or permanently, their parents have the right to submit an appeal to the Principal, as per the Parent Complaints Policy. If they are not satisfied with this outcome, they also have the right to submit an appeal to the Ministry of Education. This appeal should be in writing, within 7 days of being informed of the decision. The Principal will therefore deal with any appeals quickly, in order for the parents to activate the Ministry appeals process should they wish.