Behaviour Policy

This is the BICC Student Behaviour and Discipline Policy.  This policy is designed to give clear guidance on the standards of behaviour all students are expected to observe. It is not exhaustive in defining acceptable and unacceptable behaviour and in circumstances where guidance does not exist, students are expected to speak to their class teacher and teachers to their Heads of Stage.

Every member of the school is expected to behave in a responsible manner – both in regard to themselves and others – showing consideration, courtesy and respect for other people and their property at all times.

It is recognised that encouragement to achieve and maintain standards is preferred to punishments for failure. Staff members are expected to set good examples to the children and to reward high standards of behaviour whenever possible. There should to be a positive ethos of good relationships throughout the school at all times.

At British International College of Cairo, students are expected to play their part in observing an acceptable standard of behaviour, discipline and manners. All three elements are linked and children should be positively encouraged by example, to give their best at all times.

On enrolling their child(ren), parents/carers should be made aware of these standards and the efforts/expectations of the school to maintain them.  Similarly, all students throughout their time at the school will be guided and encouraged to understand the reasons behind the rules and regulations regarding the health, safety and welfare of students, staff, parents and visitors.  This is done in the hope and belief that the fostering of positive values within school and society might be continued through the students’ teenage years and into adulthood.

When talking to students about their behaviour, staff should be specific.  Staff should react consistently and fairly in order to encourage positive behaviour.  Staff should use the psychologist at every opportunity.

Early Years children are rewarded with stickers during daily school life.

• Students completing good work may also receive stickers or merit stamps in their books and/ or be invited to show the work to other classes or staff.
• Certificates are awarded by class teachers on a regular basis for excellent work or effort.
• Constructive comments should always be used when marking work.

However, it should also be understood that a student who repeatedly and deliberately disregards the standards of school may be disciplined by the class teacher, head of stage or the Principal, in accordance with the considered gravity of the misbehaviour.

Only as a last resort and in truly exceptional cases when senior management, in conjunction with the proprietor and psychologist considers all else to have failed – including suspension from school – would a student be excluded.

Sanctions are used in cases of poor behaviour or lack of effort.  They may involve:

• The missing of a break in order to complete work or clean-up a mess (students must eat).
• The writing of a letter of apology.
• Confiscation of an item (mobile phone, football, makeup etc.)
• Persistent poor behaviour generally involves the missing of further breaks or, in the case of young children, staying with a member of staff or standing at the periphery of the play area rather than being free to play.
• Parents are consulted if behaviour or work gives particular cause for concern through;
  • A warning letter
  • 1-1 meeting

The class teacher and subject teachers, as the first point of contact, are the main people responsible for giving both rewards and sanctions, but any member of staff may do so, although this must be fed back to the class teacher.  However, all staff should be made aware of extreme behaviour whether good or bad, by an individual or a group.  This and documenting behavior raises everyone’s awareness and in the case of poor behaviour can prevent further occurrences by greater vigilance. All at the school, students and staff alike, have a responsibility to promote positive attitudes.

Students found by the class teacher to have persistent behavioural problems must arrange to meet the School Psychologist and must be referred to the Head of Stage, of which the second written warning will result in parents also officially informed.  Similar sanctions to those noted above may then be applied under the jurisdiction of the Head of Stage, with the parents being made aware.

Corporal punishment or verbal abuse will not be permitted in any form at British International College of Cairo. If any member of staff is suspected of not complying with this directive or an allegation be made in this regard, immediate suspension will follow and, if proven, disciplinary action taken.

Serious incidents of bad behaviour should be recorded on an incident form which will be kept securely in the child’s file (in the Head of Stage office).

In the unlikely event of having to restrain a student, either in the process of breaking up an altercation with another child or if a student is considered to be in danger, he/she may be restrained by the adult in charge at the time.  When restraining, the supervising adult should endeavour to hold on to items of clothing rather than areas of the body (especially joints).  However, in what are considered to be times of danger to the student(s) concerned, the action may take precedence over etiquette.

British International College of Cairo staff members cannot accept responsibility for the behaviour of students whilst off premises or out of school hours, unless on official school business.

At school, we aim to promote positive behaviour in all our students by encouraging good conduct and by creating an environment in which it can flourish, in which students are encouraged to take responsibility for their own behaviour.  This is mainly promoted by each teacher and co teacher through classroom ‘circle time’, SEAL (whole-school approach to promoting social and emotional skills), Life Skills & Values lessons, through themed morning broadcasts and school assemblies.

School rules are as few and straightforward as possible.  They aim to create a safe and friendly environment for all students.

• Students are expected to follow the class rules that are displayed in every class.
• Students are expected to enter a classroom calmly, ready to listen and participate, able to focus and concentrate on the lesson.
• Students should be motivated, excited and engaged by learning.
• Students should be self-disciplined and ready to start learning straight away.
• Students should show resilience when they are tackling challenging activities.
• Students should be aware that taking risks and making mistakes are part of the learning process.
• Students should aim to be active, creative and independent learners.
• Students should be aware of how to improve their learning through target setting, focused marking, peer and self-assessment.
• Students should be able to make links and apply what they have learned in other areas.

• Students should move sensibly and quietly along the school corridors, without running. Any child caught running should be stopped, told to walk sensibly and observed to ensure they comply.
• Students should not enter classrooms unless given permission to do so.
• Students should not re-enter classrooms during breaks or at the end of the day.

• Students should not bring sweets, glass bottles or cans to school.
• Students should not bring any mobile phone or toys to school, except if allowed by the teacher.
• Students should stay on the play areas and not play behind buildings or in the toilets.
• Students playing on playground equipment must behave appropriately and listen to the teacher on duty.
• Students should understand and be aware of BICC’s high expectations for all.

See BICC discipline protocol

• The teacher / co-teacher speaks to the child and points out why the behaviour is unacceptable. (Positive praise will be used to encourage children to respect the rules).
• Clearly visible description of rewards and consequences is good practice.
• If unacceptable behaviour persists, then a range of strategies are used e.g. moving the child to another seat within the classroom.
• The teacher will consult with colleagues and possibly the head of stage. If the problem persists, a Behaviour Contract will be agreed between the class teacher, child and head of department and shared with the parents.
• If the child continues to break their contract, they will be sent to the Head with a note of explanation.
• The parents will be informed, by the Head of Stage, of persistent unacceptable behaviour. Parents will be formally invited into school to discuss the situation and support the school.
• The communications book must be sent home daily so that teacher and parent can communicate.
• The parent will be requested to come to school regularly to discuss progress.
• The Head / Psychologist / Principal may suggest to the parents that outside agencies be approached, e.g. Speech Therapist, Educational Psychologist or Child Counsellor etc.
• If, at any stage, an incident occurs where another child or adult is subjected to an act of violence, the Head of stage may decide to suspend a child for a fixed period. This is an extreme step and the principal and proprietor will be informed immediately.  A meeting will be held to decide on the child’s future at school.
• The protocol on the next page clearly shows the hierarchy of discipline to be followed in all cases, except when it involves violence to others.
• A disciplinary record should be created after a student’s first incident – all staff should be aware of the record so it is not duplicated.