At Arab Unity School we aim to create a welcoming, caring environment where relationships are based on respect and to develop a positive self-esteem in each child. The staffs at Arab Unity School are committed to maintaining high expectations of good behaviour as an essential contribution to the educational experience of the children and to their happiness and well-being while in school. The school environment plays a central role in the children’s social and emotional development. Adults encountered by the children at school have an important responsibility to model high standards of behaviour at all times. We aim to promote high standards by modelling positive behaviours at all times, to encourage high standards of work and behaviour emphasising praise and positive reinforcement and to ensure that all adults and children treat each other with mutual respect and consideration. 

AIMS: Arab Unity School behaviour management policy aims to:

 To provide a happy, positive learning environment.

 To help students reach their full potential.

 To provide a physically and emotionally safe environment.

 To encourage students to accept responsibility for their own behaviour – choose the behaviour – choose the consequence.

 To ensure rules are applied consistently, fairly, consequentially and reviewed regularly.

 To enable teachers to teach in a purposeful and non-disruptive environment.

 Establish procedures so that conflicts can be resolved in a positive non-violent manner.

Movement around the school is the same for all sections and members of the staff are expected to encourage students to follow instructions like:

 Keeping to the left along corridors and on stairways;

 Walking to lessons rather than running, pushing or barging past others;

 Being polite and respecting others;

 Respecting the property of the school;

 Keeping the school clean and tidy so that it is a welcoming place

All students are expected to behave in a disciplined manner in all places. Students should be kind, considerate and cooperative with their fellow students and teachers at all times.

Student behaviour

 Every student should endeavour to project the good name of the school by excelling in fine manner and deportment.

 Students are required to be polite and courteous to one another and show respect for the cultural backgrounds of everyone.

 Misbehaviour in school will not be tolerated. All incidents will be documented and an official letter or a memo will be issued. After the 3rd written memo, he/ she will be asked to leave school in June.

 Chewing gums and other banned substances are not permitted in school.

 It is responsibility of each and every student to keep the classroom and school campus clean. Litter should be deposited in the dustbins provided in the classroom and around the campus.

 No gifts to be exchanged in school at all. From FS to Year 6 birthday celebration is allowed after seeking permission from the supervisor.

 Magazines, audio and video cassettes, DVDs, VCDs, CDs, cameras and mobile phones are not permitted in school and will be confiscated if brought to school.

Dress Code

 All students are expected to wear clean and the school prescribed uniform.

 Student should take pride in their uniform as it provides an identity.

 All students should refrain from wearing gold ornaments and any other jewellery.

 Hair should be properly trimmed and combed. Coloured /styled/ spiked hair will not be permitted.

 Boys- Hair should be cut short. No fancy hair cut will be permitted.

 Girls- Head scarves (if worn) should be plain, with no lace or fringes and should be white in colour. No make-up of any kind is allowed. Long hair to be braided or tied in a bun.

 Overall cleanliness, pressed uniform and polished shoes are prerequisites of a smart turn out.


 Students must be present in school at 7:45am at the commencement of the Assembly. Attendance at the assembly is compulsory especially by those using their own transport. Students should be picked up latest by 2:30pm. School will not be held responsible thereafter.

 Once student come to school, they are not allowed to go out of the campus without the permission of the Head of Section.

 Late comers will not be allowed to attend class unless parents accompany the child to meet the supervisor. A written permission issued by the HOS should be provided to enter the class.

A minimum of 96% attendance is required in each term for promotion (KHDA rule). No course completion certificate or recommendation letter will be issued to those who have less than 96% attendance.

Leave and absence

 If a student is absent, a leave letter is required from the parent/ guardian stating the reason for the absence, failing which the student will not be allowed to attend classes.

 If absent for more than 3 days then prior sanction should be sought from the supervisor through a written application.

 Students absent for a long period of time due to medical reasons should submit a medical certificate. Long absence without approved leave will seriously affect the student’s promotion.

 Students performing Haj will be granted 15 days leave only.

 Parents are requested to arrange for Umrah in such a way that students do not miss assessments or exams. They will be marked absent if they miss any.

School Property

 Care of classroom property is the responsibility of the students who occupy it.

 Any damage to school property committed wilfully or though carelessness will have to be compensated by the parents.

 Scribbling on the walls, desks etc. will be viewed seriously and those involved will have to face consequences.

 Students utilising the Computer, Physics, Chemistry, Biology and IT laboratories are expected to be careful while using the equipment’s.

During Examinations

 Students have to be in the proper school uniform while appearing for their written examinations. The Examination Officer can stop the student from appearing for the exam if he feels that the student is not in the proper uniform.

 The use of hand gestures or copying in the exam hall: Students who cheat during the exams and help others cheat, by inappropriately using hand gestures.

Invigilator will make a note of the incident and notify the Head of the Respective section and the Examination Officer. The Examination Officer will deduct the marks accordingly and ask the Head of the Section to inform the parent about the incident. A report on malpractice/unfair means is filled up by the respective Head of Section & the concerned invigilator in the presence of the Examination Officer. A copy of the original paper will also be filed in the same file.

 Students who use other material to copy: Students who cheat and help others cheat using material or by showing their own answer script

The teacher invigilating will stop the student involved from attempting the paper further and withdraw the question paper and the answer script. The Head of the Section will be notified and the students involved in the offence will be taken to the Examination Officer. Their decision will be final in these cases, which range from reducing marks for the infraction to more serious consequences such as not evaluating the paper in which case the student will not be awarded any marks for those papers. The parent will be given a written notice in the form of a report. The invigilator / Head of Section will contact the parent.


Any form of bullying is not accepted in the school At all times it is stressed that bullying is not acceptable and that action will always be taken.  

Incident of bullying should be reported to a staff member who will deal with it promptly and effectively. The counsellor will document all the issues concerning bullying.

 Students are expected to treat others fairly and with respect.

 Students are encouraged to tell anybody they trust if they are being bullied, and, should the bullying continue, they must continue to let people know.

 Students must report any incidence of bullying, even if they observe as a bystander.

There is a concern box placed at the supervisor’s room for students who are unable to express themselves overtly.

Bus Transport

Bus rules and regulations have to be followed as per the outsourced transport company (Regal Bus Transport LLC). If any pupil does not adhere to these rules their parents will be contacted and if the problem persists, their use of school transport may be suspended.

At Arab Unity Early Years Foundation Stage (EYFS) we consider it is important that praise and rewards should have considerable emphasis in order that pupils achieve recognition for a positive contribution to school life. Such a contribution includes sound academic work and effort, a positive attitude, caring for others, good behaviour and adherence to our EYFS and class rules. It is expected that good standards of behaviour will be encouraged through the consistent combination of praise, rewards and sanctions. In addition to the school rules, each class has its own set of classroom rules and a visual behaviour tracker. All students start the day with their names on the Ready to learn section of the tracker!


The class rules are agreed by each class and are displayed on the wall of the classroom, the appearance of the trackers varies however, they are used in the same way; this further promotes positive behaviour; every child in the EYFS knows the standard of behaviour that we expected.

We praise and reward children for good behaviour in a variety of positive ways, such as:

o Celebrating during our star of the week assembly

o Whole class rewards

o Special mentions

o Note or telephone call home

The traffic light behaviour management system is a visual cue reinforcing the choice of good behaviour.

At Arab unity we follow a uniform behaviour management system from Years 1 to 13. Good order and discipline are essential in the school. The procedures outlined below are designed to deal with incidents that, in teacher’s professional opinion go beyond the routine.


Level 1 – behaviour in the classroom: Managing behaviour in the classroom is the responsibility of the member of staff in charge in the first instance. This level is for low level disruption and work related issues. The behaviours during lessons should be logged in the class behaviour log book by the subject teacher/ class teacher/ specialist teacher in the class.

 Student should be made aware of issue, expected outcome and implications were expectations not met.

 The teacher may choose to write the pupils name on the board, or verbally warn the student. It must be made clear to the student that a warning has been given. The teacher may also decide to use a range of other techniques before or after this warning:

- Change seating plan

- Tactically ignore student

- Engage student with the aim of increasing productivity

- Acknowledge good behavioural choices by other class members

- Remind students about classroom expectations

- Speak to the student in a quietly engaging manner

- Give the student time and space to reflect

Level 2 – Persistent poor behaviour in the classroom and behaviour outside the classroom: Managing behaviour within this level is the responsibility of all members of staff however escalation should go directly to the key Stage Coordinator pastoral. The Key Stage Coordinator pastoral has overall management of infringements within this level. This level is for more serious issues in the classroom, issues outside the classroom, and where interventions for previous lower level behaviours have been used without a change reflecting in the behaviour of the student. Key Stage Leaders should monitor Level 2 incidents on a daily basis. Key Stage Coordinator Pastoral will decide upon suitable consequences along with appropriate support/guidance from the HOS in certain cases. All consequences will be logged in the student file.

Level 3 – Serious issues outside the classroom, more serious issues within the classroom, repeated concern without improvement. This Level is overseen by HOS in conjunction with Key Stage coordinator pastoral and the counsellor. In extreme cases the Head of Inclusion and Behaviour management will be on board to discuss the course of action.

Detention (Not applicable to FS)

This level of response should be used for most classroom behaviour management concerns. It signals to a student that consistent irresponsible behaviour, which breaks class rules or school rules, will be met with an immediate consequence. Issued by the key stage coordinator and managed through break times.

1. Incident Report

Any irresponsible behaviour will be detailed in an Incident report that will be passed to the key stage coordinator pastoral. The copy of which would be sent home for parent signature. Three incident reports would lead to the involvement of the Head of School and the counsellor drawing behaviour plan for the student.

2. Behaviour plans

Behaviour plans are targeted approach developed for the students, by the school counsellor, who displays difficult or disturbing behaviour. It clearly states expectations from the student and demonstrates the commitment of the school to student well-being. Specialized guidelines indicate how to respond to students’ challenging behaviour, provide boundaries, consistency, and consequence for the student. Parents would be notified about the plan.

3. Monitoring Report

Subject or Class Teacher / Key stage coordinator pastoral will monitor a students’ behaviour for a period of time specified in behaviour plan. The Key stage coordinator pastoral will keep a weekly record of student progress which is monitored on daily. This report would be sent to Head of School/ HOI and Parents concerned.

4. Internal Suspension (Not applicable to FS)

If a student has received three Incident Reports and his/her monitoring report shows no progress/ failures, they will be internally suspended at the discretion of the Head of School/ Deputy Head primary. If a student exhibits level 3 behaviour the student is liable of Level 3 consequence at the discretion of the Head of school/ Deputy Head primary he parents would be notified.

5. External Suspension

The Principal will issue a student an external suspension for major infractions or an accumulation of infractions according to the discipline guidelines. The Principal will decide the period of suspension. A meeting with the Principal and the parent is required for the student to return to the school.

An external suspension is recorded as an excused absence for attendance purposes.

6. Expulsion

Permanent Exclusion from the school is only used in extreme circumstances and when we believe no other solution is possible. This will be reported to the KHDA.

Parental Contract

Parents will be contacted by Heads of School if a pupil is a persistent cause for concern. If the Head of Year has to meet with a pupil on three occasions, parents should be contacted. Parent will be contacted on the first instance if there is a serious offence. The Head of School / Deputy Head will oversee this.

The role of parents

Arab Unity School collaborates actively with parents, so that children receive consistent messages about how to behave at home and at school.

The role of the class teacher

 It is the responsibility of class teachers to ensure that the school rules are enforced in their classes, and that their classes behave in a responsible manner throughout the day whether indoor or outdoor.

 The class teachers in our school have high expectations of the children with regard to behaviour, and they strive to ensure that all children work to the best of their ability.

 The class teacher treats each child fairly, and enforces the classroom code consistently. The teachers treat all children in their classes with respect and understanding.

 If a child misbehaves in class, the class teacher will warn the pupil. In each case the matter will be recorded in the planner and student’s diary. When three (written) warnings have been given the student will be asked to attend an interview with the Head of School. Teachers will record this detention in their record book. The time will be used for completion of work.

The role of pastoral leaders

The Year Leader will oversee all aspects of student welfare and behaviour management for the section by working with teachers students and the

 Encourage a caring and orderly environment.

 Monitor student behaviour, procedure and expectations at break times and during detention.

 Keep records of students with behavioural issues.

 Keep class teachers, HOS and HOI informed of student’s behaviour.

 Implement a positive behaviour system in the school.

 Educate students and monitor any possible bullying in the Section.

 Maintain documentation of referred behaviours.

 Educate choice of good behaviour among.

 Develop and train students to assist in helping other students integrate.

Role of the counsellor

 To provide an independent and confidential support to pupils and staff, through individual sessions, responding to their personal, social, emotional or educational concerns.

 Consults and collaborates effectively with parents/guardians, teachers, administrators, and other educational/community resources regarding students with identified concerns and needs.

 To liaise, where appropriate and with the pupil’s consent, with members of staff.

 To maintain appropriate records and intervention documents of the students.

 To liaise with school staff and other professionals as appropriate to ensure the effective implementation of the behaviour management programme in the school

 To be alert to trends and patterns of problems and to be willing to identify causes and recommend corrective action.

The role of the Head of School/ Deputy Head Primary

 The Heads of School / Deputy Head primary supports the staff by implementing the policy, by setting the standards of behaviour, and by supporting staff in their implementation of the policy.

 The Heads of School/ Deputy Head primary keeps records of all reported serious incidents of misbehaviour.

 The Heads of School/ Deputy liaises with the Head of Inclusion in extreme cases following under level 3 behaviour.

 The Head of School / Deputy Head primary meets with parents concerning level 3 behaviour and a written record of the meeting should be maintained.

 The Head of School/ Deputy Head primary has the responsibility for giving fixed term suspensions to individual children for serious acts of misbehaviour.

The role of Head of Inclusion and Behaviour Management

 The Head of Inclusion and behaviour management oversees the implementation of the behaviour policy.

 Support the school by taking a lead role in the management and delivery of behaviour & nurturing interventions for students.

 Establish and develop student behaviour & nurturing base within the school and manage the supervision of the staff taking various pastoral roles across the school.

 Provide pastoral support and guidance to students within the base and assist in their behavioural, emotional & social development (Sixth form/referred in extreme cases or by the SLT).

 Take a lead role, in conjunction with teaching staff, counsellor and the HOS with the development and implementation of Behaviour Intervention Plans for the students with support.


We use Assemblies to encourage and praise pupils:

 good news – sharing achievements on a regular basis

 presentation of certificates

 class of the month

 pupil group announcements

 update of house points each week

 Students have an opportunity from time to time to make presentations about their achievements during the assembly.

 Other awards for sports are also presented during assembly.


The house system aims to encourage school spirit, pride and unity. It is an effective way to promote effort and positive social behaviour amongst the students and around the school. The house system provides an opportunity for senior students to develop leadership skills and responsibility, and to provide a role model to younger students.

All children are assigned upon entry to one of four houses in school; Hamdan House, Muktoum House, Ahmad house, Muhammad house The aim is to encourage children to feel loyalty and support for their house and to try to work together in teams, showing pride in their house.

 Large wall chart in hall to show house points totals (celebrating Success).

 Certificates received for good effort in work or behaviour carry house points.

 Academic merits and non-academic house points will contribute towards the overall positions of the houses.


At Arab Unity we consider it is important that praise and rewards should have considerable emphasis in order that pupils achieve recognition for a positive contribution to school life. Such a contribution includes sound academic work and effort, a positive attitude, caring for others, good behaviour and adherence to our class rules. It is expected that good standards of behaviour will be encouraged through the consistent combination of praise, rewards and sanctions. In addition to the school rules, each class has its own set of classroom rules and a visual behaviour and academic (in higher years).

Rewards we aim to promote good behaviour through praising and celebrating positive achievements. Rewards are earned for good standards of behaviour, both academic and social. These will include: 

 Verbal praise, lots of smiles and positive body language in front of others to reinforce achievement.

 The use of stickers, stars, smiley faces etc.

 House points for effort, behaviour and achievement, both in and out of the classroom.

 Half-termly certificates for effort, good behaviour etc. 

 Sending children to the Principal, Head, Deputy Head for recognition of achievement

 Written praise

 Stickers/stampers or Class point system

 Certificates

 Praise in achievement assembly

 Report to parents

 Comments in report card