1.  Curriculum and Assessment Policy


Curriculum Statement


The curriculum policy serves as a guide for teaching and learning practices; to ensure that all pupils achieve their potential in a safe environment. Consequently the policy reflects the statuary requirements and is in relation with:


  • Health and Safety Policy
  • Behaviour and Discipline Policy
  • The objectives of the curriculum policy are:
  • To promote Islamic values and preserve the ethos of the school
  • To ensure that all learning reflects the school’s ethos
  • To provide a balanced curriculum which is inclusive of all pupils
  • To provide assessments strategies that meet individual needs
  • To promote literacy and numeracy across the Curriculum


Overview and information

As well as providing the required English, Science, Maths and ICT as core subjects we also teach Arabic language, Islamic Studies, Humanities, Art and Design (KS3), Citizenship, PHSE, PE (KS3) and Sociology at KS4. This policy provides a framework that translates the values and aims of the school into effective teaching and learning. Our curriculum seeks to promote active thinkers and enthusiastic learners who are able to contribute to their own learning and development. The curriculum provides formal and informal opportunities for learning. These opportunities for learning mean that:

  • The policy is guided by the National Curriculum and by the legal requirements that learning takes place in a safe environment
  • The policy supports and provides a range of extracurricular activities to stimulate learning.
  • The policy promotes successful learning, ensuring that pupils make progress and achieve in order to be responsible participants in the society
  • Pupils experience cultural diversity, healthy lifestyles, community participation, technology and creative thinking

Planning the Curriculum

The curriculum aims to teach most national Curriculum subjects. The Islamic Studies and Citizenship programme of study will be the primary source for cultural and community participation. The Curriculum will be personalised not only to be relevant to the schools’ ethos but will also respond to the needs of pupils while developing their critical thinking skills. Avecinna Academy adopts a broad based curriculum at Key Stage 3, and key Stage 4.

Planning for curriculum delivery will be based on a four-stage model:

  • Curriculum overview across key stage
  • Annual long term plan
  • Medium term plans
  • Lesson Plan


The Curriculum will:

Facilitate children’s cognitive development and skills which will help them to develop intellectually, emotionally, socially, physically, morally in order that they may become independent, responsible, confident members of the community

  • Recognise the crucial role which parents play in their children’s education and make every effort to encourage parental involvement in the learning process
  • Ensure that cross-curricular dimensions are represented in all aspect of teaching and learning
  • Develop differentiated strategies to meet individual learning needs


Through our curriculum subjects we expect that pupils will:

  • Develop reading, speaking, listening and writing skills to communicate with a wide range of audience on various subjects
  • Learn to be adaptable; how to solve problems in a variety of situations including mathematics; how to work independently and as members of a team
  • Develop the ability to make reasoned judgements and choices, based on interpretation and evaluation of relevant information from a variety of sources
  • Have an in depth understanding of Islam, especially in relation to the teachings of the Qur’an and Sunnah (Practice and teachings of the prophet of Islam)
  • Develop tolerance and respect, understanding global perspectives and other religions
  • Develop good speaking and listening skills and be able to convey meanings accurately and appropriately through speech for a variety of purposes
  • To apply technological skills in all aspect of the Curriculum
  • To have a global view and broad knowledge of the differences of other people, their culture and beliefs
  • Be capable of communicating their knowledge and feelings through various art forms including art/craft, and be acquiring appropriate techniques which will enable them to develop their inventiveness and creativity
  • Give students a better understanding of the world around them and how to think of themselves and the world



Key Principles

  • Attention to words and meaning must apply in all curricular areas
  • Allow use of own language in the school environment when possible
  • Language demands of learning tasks need to be identified and included in planning
  • Extra classroom support when possible
  • Regular assessment and monitoring of English acquisition
  • Target setting and review



Assessment Statement

In keeping with the objectives of the curriculum, a policy on assessment policy is crucial to ensure that teaching and learning practices can be evaluated. We believe that in order for the Curriculum to be sustained. Assessment must incorporate, Assessment of Learning and Assessment for Learning, which should provide a range of evidences for learning and cognitive development.


Key Principles

Assessment is an integral and essential part of the process of teaching and learning which helps to plan for future learning needs and forms an important element in raising achievement. Assessment is an interactive process between pupil and teacher which should be fully integrated with teaching and learning. Assessment must ensure that every pupil, irrespective of their linguistic background, has their achievement recognised, valued and acknowledged. Assessment is based on enabling pupils to make progress and not solely on the acquisition of academic achievement.



  • To ensure that assessment strategies are used effectively to provide a comprehensive view of learning and development
  • To work alongside parents/guardians to help pupils to develop, this will include regular meetings and written reports on the development and achievement of their child
  • To ensure that teachers and pupils are aware of the assessment strategies
  • To ensure that assessment is an intricate part of teaching and learning
  • To have learners at the heart of the assessment
  • To ensure that all teachers have assessment training as part of their professional development
  • To ensure that pupils are active participants in their assessments by promoting self and peer assessments



  • To have summative assessments at the end of each term or unit
  • To have ongoing formative assessments; including self and peer assessments
  • To have a system in place where pupils’ progress may be tracked in order to provide support or intervention
  • To use feedback to inform pupils of the learning
  • Set targets regularly
  • To provide transitional assessments at the end of the academic year with appropriate NC levels
  • To help pupils understand their progress and identify future learning needs.
  • To ensure that pupils with low ability have target setting every month



Marking is an important aspect of learning and assessing pupil’s progress. Marking helps pupils to monitor their own learning and progress. Pupils will also be given the chance to mark each other’s work (peer assessments) and their own work as a way of taking responsibility for their own learning. Teachers will ensure that marking focuses on:

  • Showing Success
  • Indicating Improvement
  • Making Improvement


Teachers will show success by highlight how work is linked with learning objectives, when indicating improvement; teachers will use symbols such as a question mark or a comment to indicate exactly where on pupil’s work improvement can be made. Clear suggestion will also be given as to how improvement can be made, this will help the pupil to know exactly how to improve. For marking to inform learning it must be effective.

Teachers may use more than these when marking, on a whole positive comments when marking will motivate pupils of all abilities and produce gains in earning and achievement. Praise is a simple effective way of motivating pupils and also has a positive effect on self esteem.

Teachers must be consistent with marking; the school policy stipulates that all teachers should endeavour to collect and mark pupils’ books every fortnight.



Monitoring and Evaluating the Curriculum



The prime purpose of this policy is to ensure that our monitoring and evaluating processes contribute to the improvement in teaching and learning and the raising of standards throughout the school. Monitoring and evaluating will be seen as both positive and constructive, and is central to the school’s self evaluation process. This Policy provides a structure which emphasizes our positive approach to raising standards, through support, motivation and staff development. It will enable us as a school to make an informed decision regarding standards, which will lead to the identification of areas for development. These areas of development might be linked to the needs of individuals, or become the focus of whole school initiatives.



  • To enable the sharing of good practice
  • To raise standards of achievement
  • To enable the sharing of ideas through discussion with and the support of colleagues
  • To enable the professionals to keep abreast of developments with the curriculum
  • To improve the quality of all areas of educational provision, including the support and opportunities for staff and pupils
  • To inform the acquisition of resources and to enable the SMT to prioritise financial resources
  • To help staff to identify their own personal development needs
  • To enable us to make an informed judgement as to the standards throughout the school.
  • To improve the quality of teaching and learning


What will this look like in practice?


There will be the opportunity for regular discussion with colleagues both formally and informally, lead by the Head/ deputy teacher. These discussions will have a focus and will be related mainly to the core curriculum areas. The process of discussion regarding the core subjects will take place throughout the academic year, and will include feedback on the issues raised.


Using and Analysing Data

Using national data

  • School Performance tables

Internal data

  • Baseline
  • Analysis of pupil performance in internal assessments
  • Tracking individual pupil performance
  • Identification of areas of weakness in the curriculum through assessments analysis

Management of Resources

All subjects teachers will be responsible for the day-to-day management his/her resources. The Head teacher will be responsible for the maintenance and replacement of consumable stock. The process of monitoring and evaluating will help identify and prioritise the need for innovative resources. We aim to ensure that resources are purchased and used in the most effective and economical way, avoiding duplication and waste. At the beginning of the financial year lists including pricing, catalogue details will be submitted to the Headteacher.

Resources will usually be purchased as part of the financial planning. Occasionally small purchases will be made during the year.

Analysis of Planning

This will be related to progression, differentiation and national curriculum coverage.

Classroom Observation and Feedback

There will be a focus for the observation; areas for future development may be noted. Feedback will be provided by the Head teacher to the individual subject teacher. The Head teacher will keep a record of the observation and discussion. This record will be kept in their CPD file. A copy will be given to the teacher. Following classroom observations, the Head teacher will be able to identify trends, and suggest areas for whole school development. These will be recorded and then discussed with the Head teacher.

Updated: September 2015,  

To be reviewed: September 2017


2.  School behaviour policy


Head teacher’s statement on behaviour


“The most beloved of Allah’s servants to Allah are those with the best manners.”

Hadith – Sahih Bukhari, Muslim, and Tirmidhi


Aims of the School


  • We aim in each of our children to develop the skills, knowledge and qualities he or she will need to play an active, responsible role in a changing world, and to achieve excellence in his chosen fields.


  • We aim to provide an environment that is supportive but challenging, and which fosters integrity, confidence and self-esteem, independence of thought, creativity, flexibility, compassion, respect for others, and a love of learning.


The aims of the school outline the learning we expect to happen, and the environment we wish to create in order that it may do so. We expect our children to acquire and demonstrate integrity, self-confidence and self-esteem, development of thought, creativity, flexibility, compassion, and respect for others and a love of learning, together with the ambition to achieve excellence, and a pro-active attitude to change.

The rationale behind our code of conduct is explained in the aims of the School’s Behaviour Policy where we set out our own basic set of expectations regarding student conduct as stated below.


This School places importance on recognising and celebrating when children meet expectations in order to reinforce good conduct. Where expectations are not met, action taken will be appropriate to the desired outcome, which is developmental, constructive, supportive and positive. Detention will be used only when time outside the normal school day is needed to put right the results of poor conduct.



Notes for Children and Parents



Young people experience a wide range of, and often, conflicting rules, from parents, teachers and others. In school, however, we aim to involve our children in rules and principles in such a way that autonomous moral behaviour is encouraged through clear and rational rules which are fair and are applied consistently. These are based on safety, consideration of others and respect for property. We believe that good behaviour and discipline in our school is essential for effective teaching and learning to take place. A clear, approved, understood policy, supported by all those who are involved in, and with, the school is needed so our aims can be met.



We seek to promote a high standard of behaviour in our children both within and beyond school in order to:

  • Demonstrate our commitment to courtesy as an important personal quality
  • Enable learning to happen
  • Reinforce our sense of all being members of a single school community by the way we all treat each other
  • Promote the care of the school environment and resources
  • Promote the reputation of the school in the community
  • Ensure the safety of children

Our behaviour policy is based on the expectation that every student will demonstrate a sense of responsibility for themselves, respect and consideration towards others, and loyalty to the school.


Health and Safety


We expect you to have a regard for your own health and safety and that of others, avoiding the kinds of behaviour that might put yourselves or others at risk.






We expect that you will arrive punctually at lessons, be properly prepared in terms of books, and have homework completed, and make full use of the learning opportunities provided. The normal courtesies are expected at the beginnings and ends of lessons.


Care of the Facilities and Environment

We expect that you will care for what has been provided for your use by:

  • Disposing appropriately of litter
  • Tidying areas after using them (e.g. class room)
  • Contributing to the good environment by picking up litter when you see it
  • Reporting accidental damage/wear and tear promptly to your teacher or a member of staff
  • Not bringing chewing gum or other inappropriate items into school
  • Using school facilities with regard to safety


Moving about the Building

We ask you for reasons of safety to keep to the left and move briskly, but not to rush. When you wait on a stairway, or to go into a classroom, single file should be observed. The landings and passages should be reasonably quiet so that any instructions can be heard, and so that other children in lessons are not interrupted. From time to time, work people come into school to carry out repair, maintenance, cleaning, etc. You should for safety reasons avoid areas where this kind of work is taking place. You should demonstrate awareness of the needs of other people moving about the school, showing due courtesy to visitors, staff and each other.


Consumption of Food and Drink

You are expected to adhere to the lunchtime routine, and to eat only in the allocated areas. It is important that you take responsibility for cleaning up any waste food, drink and containers, keeping the whole school area free of litter that is unsightly and food fragments that might attract vermin.




Formal occasions, including assemblies

At these times we expect you to take particular care over your conduct and appearance. You should make your way to assembly in silence.


Out of School (including travelling to and from school, on school visits/journeys, in the town): We expect you to show consideration to other members of the public, and to uphold the good reputation of the school by your conduct, speech and appearance.



We expect you to meet our requirements in terms of dress for school, and to wear your uniform well, both in school and on journeys to and from school and in town.


Care of Personal Property

You are expected to take responsibility for your own property, ensuring that items of clothing and equipment are clearly marked with your name.

Lost property or property left lying around the school should be handed over to the school office. We expect you to show due respect for other people’s property.


Attendance and Punctuality

You are expected to attend every school session and to arrive punctually. On the first day of any unexpected absence, parents should contact the school to explain it. At the end of each period of absence a note is also required from parents. Planned absence should be notified to teachers in advance as appropriate.


Conduct towards each other

All members of the community are expected to treat others with respect and consideration. You are expected to be supportive and mutually helpful, and avoid any behaviour that is hurtful.


There is always the potential for bullying to take place within any school environment and if it does then it is important that all parties understand that the school takes this form of behaviour very seriously, and that children, parents and staff have a clear understanding of what to do and who to contact.


The child code of conduct outlines the expectations that children have of each other, and explain in detail the kinds of behaviour to be avoided. Any serious incident should be brought to the attention of the class teacher who has day-to-day pastoral responsibility for the class.



  • Posts of responsibility
  • Praise and commendation, which may be passed to class teacher
  • Commendation in the Homework diary – “Well done”, or “Improving” sticker to communicate to parents
  • Display of work
  • Recognition – informing the whole school via assembly
  • Certificates
  • Positive letters home


Rewards policy:

Star marks:

Rewarding effort as well as attainment is extremely important. The aim of the reward system is to encourage students to engage in their learning. Each student can gain one Merit mark per lesson.

Pupils will be awarded “Merit marks” for:

  • Sustained effort in lesson
  • High attainment
  • Outstanding class work
  • Outstanding homework
  • Exemplary contribution to school life


In addition pupils must fulfil each of the following to gain a” star marks”:

  • Have full equipment for lessons
  • Good behaviour the whole duration of the lesson and or day
  • Actively participate in the lesson.
  • Complete any homework set.
  • They must not request for the Gold star from their teachers.


Star marks

10 Achievement Certificate (Bronze).
20 Achievement Certificate (Silver).
30 Achievement certificate (Gold).
40 Merit mark Prize.
80 Achievers award.
100 Head teacher’s prize.
120 Outstanding Achievers Award.
150 Top Student Prize.


Remedial Action

Problems with work can be dealt with in a number of ways:

  • Teachers will keep Head Teacher informed
  • Parents need to know of any problems, so these will be communicated home via the log book, or, more urgently, via phone call or letter
  • It may be appropriate for children to improve work by repeating it
  • If a child is getting behind with work, additional time should be expected, either during the lunchtime or after school, in which latter case this expectation must be communicated to parents twenty four hours in advance
  • If the problem seems to be in more than one subject, a monitoring system may be put in place by the teacher
  • Persistent serious problems may need to be passed to the Deputy Head, and, eventually, the Head
  • Some serious or recurring issues will warrant an incident sheet being written


Other kinds of poor behaviour will be dealt with by:

  • Discussion with the child
  • Constructive tasks set to enable student to make amends, for example – picking up litter, cleaning graffiti, offering some helpful service around school
  • Monitoring of behaviour may be necessary if the teacher detects a wider problem
  • Parents may be contacted to engage their support in implementing positive strategies for improvement.
  • As before, intractable problems may need to be referred to Deputy Head, and, eventually, to the Head. Parents will be involved in these discussions.
  • Every incident will be taken as an opportunity to review the policy and make further improvements.


Although rewards are central to the encouragement of good behaviour, realistically there is a need for sanctions to register the disapproval of unacceptable behaviour and to protect the security and stability of the school community. In an environment where respect is central, loss of respect, or disapproval, is a powerful punishment.

The use of punishment should be characterised by certain features:


  • It must be clear why the sanction is being applied.
  • It must be made clear what changes in behaviour are required to avoid future punishment.
  • Group punishment should be avoided as they breed resentment.
  • There should be a clear distinction between minor and major offences.
  • It should be the behaviour rather than the person that is punished.
  • It should be taken as a corrective action and emphasis will be put on reprimand rather than punishment.


Sanctions range from expressions of disapproval, through withdrawal of privileges, to referral to the Head teacher, letters to parents and, ultimately and in the last resort exclusion. Most instances of poor behaviour are relatively minor and can be adequately dealt with through minor sanctions. It is important that the sanction is not out of proportion to the offence.


Where anti-social, disruptive or aggressive behaviour is frequent sanctions alone are ineffective. In such cases careful evaluation of the curriculum on offer, classroom organisation and management, and whole school procedures should take place to eliminate these as contributory factors.


Updated: September 2015

Review: September 2017


3.  Complaints policy



Avecinna Academy is committed to providing a quality service and education to the highest possible standards. However, there may be occasions when a parent, staff member, or learner may have a complaint to make against the school or an individual in the school. The purpose of the Complaints Procedure is to outline the method by which complaints can be dealt with, in the most efficient manner with the least disturbance possible and following Islamic guidelines. This document sets out the procedure that all complainants must follow.



Framework of principles


Our Complaints Procedure aims to:

  • Encourage resolution of problems by informal means wherever possible
  • Be easily accessible and publicised – The Complaints Procedure is available upon request
  • Be simple to understand and use
  • Allow for swift handling with established time-limits – staff will always aim to acknowledge a concern or complaint within the same working day or, if not, by the next day. An acknowledgement will include some indication of the proposed procedure and a time frame. A contact person will also be identified at this initial stage
  • Respect people’s desire for confidentiality – complaints will be handled within the confines of confidentiality. Information should be shared only with those who ‘need to know’. It is important that letters, emails and general comments are NOT addressed to ‘The Leadership Team’, or ‘The Directors’, as this will interfere with any future process should the first response fail to resolve the complaint to the complainant’s satisfaction
  • Address all the points at issue and provide an effective response and appropriate redress, where necessary. Staff will provide information to the School Head teacher so that services can be improved
  • Complaints and concerns will be monitored in a way that supports the Leadership Team in improving the service to local authorities, pupils and their families


Investigating Complaints


  • The person investigating the complaint is known as the complaints coordinator. This role will be carried out by the school administrator and they will ensure that they:
  • Establish what has happened so far, and who has been involved
  • Clarify the nature of the complaint and what remains unresolved
  • Meet with the complainant or contact them (if unsure or if further information is necessary)
  • Clarify what the complainant feels would put things right
  • Interview those involved in the matter and/or those complained of, allowing them to be accompanied if they wish
  • Conduct the interview with an open mind and be prepared to persist in the questioning
  • Keep notes of the interview

Resolving Complaints


Avecinna Academy is committed to resolving the complaint as quickly and painlessly as possible, so it would be useful if complainants can state what actions they feel might resolve the problem at any stage. It is also of equal importance to clarify any misunderstandings that might have occurred as this can create a positive atmosphere in which to discuss any outstanding issues.

Recording Complaints


Avecinna Academy will record the progress of the complaint and the final outcome. A complaint may be made in person, by telephone, or in writing. At the end of a meeting or telephone call, a member of staff will ensure that the complainant and the school have the same understanding of what was discussed and agreed. A brief note of meetings and telephone calls will be kept and a copy of any written response added to the record.

This complaint form will be made available for inspection.


Publishing the Procedure


There is a legal requirement for the Complaints Procedures to be publicised. Our procedures are publicised through:

  • The school prospectus
  • The information given to new parents when their children join the school
  • The information given to the children themselves if able
  • The home-school agreement
  • Home school bulletins and newsletters


Do you have a complaint?


At Avecinna Academy we treat a complaint as any clear expression of dissatisfaction which calls for a response. So firstly we should be clear regarding the difference between a concern and a complaint. Handling /informal concerns seriously at the early stage will reduce the chance of the concerns turning into complaints.


If we are trying to improve for the sake of Allah, we should surely follow the way He has shown us through correct Islamic adaab (manners) and practice. In the Quran Allah states:

“The believers are nothing else than brothers (in Islamic religion). So make reconciliation between your brothers, and fear Allah, that you may receive mercy.” (Al-Hujurat 49:10)


The underlying principle is that concerns ought to be handled, if at all possible, without the need for formal procedures. The requirement to have a Complaints Procedure need not in any way undermine efforts to resolve the concern informally. In most cases the class teacher or the individual delivering the service will receive the first approach. It would be helpful if staff were able to resolve issues on the spot, including apologising and forgiving where necessary.


We should avoid doing things on the spur of the moment and out of anger, as per the example shown by Prophet Muhammad (May the peace and blessings of Allah be upon him), when a man went to him and said “Counsel me”. He said: “Do not become angry.” The man repeated his request several times, and each time he said: “Do not become angry(Related by al-Bukhari).


The Procedure


Role of the Head Teacher/proprietor

  • To delegate powers and responsibility to the School Manager to ensure everyone complies with this policy
  • To be responsible for the effective implementation, monitoring and evaluation of this policy


Role of the School Manager

  • Assess written complaints based upon evidence collected by complaints coordinator as they occur
  • Inform parents of the school policy via the school prospectus and school website
  • To monitor the way in which this policy is managed
  • To report back to the Teacher/proprietor on the effectiveness of this policy


Role of the Complaints Coordinator


  • will investigate the complaint impartially and provide a report in each stage that will provide a detailed outlook on both sides of the argument


Role of the Staff


  • To ensure that they cooperate with any complaints investigation that takes place with fairness and justice
  • To ensure they are aware of this policy

The complaints procedure has four stages and these should be followed in the order set out below. We ask all concerned parties to display the excellent adaab (manners and characteristics) that Islam encourages throughout:



Stage One – Informal


Most concerns and complaints can be resolved informally. The first step is to try and resolve the matter in person with the individual with whom you are aggrieved. This is usually the best place to start. If the member of staff is not immediately available, an appointment can be made through the School’s office. The person(s) involved may keep informal notes of such discussions along with the response. Speaking face to face with the person with whom you are aggrieved ensures we follow Islamic teachings and avoid Ghiba (back- biting). Sometimes, it is simply a matter of giving Nasihah (sincere good advice). The meeting should be recorded if possible (must be agreed to by both parties) in case things are escalated to stage two.



Stage Two – Formal


If no acceptable outcome is achieved and you are unable to resolve your complaint at Stage One, you can move to Stage Two where your complaint should be made either in person or in writing to the School Manager at the school address.


When conveying your complaint you need to provide contact telephone numbers and a postal address so that Avecinna Academy staff can communicate with you about the complaint. It would also be useful at this point to indicate what sort of outcome you are looking for. Complaints must be made using the procedures outlined in this document. You can use the School Complaints Form that accompanies this document.


The School Manager will then look to assign the complaint to the complaints coordinator t within the school for investigation.


The complaints coordinator will then conduct the formal investigation of the complaint, which will include separate interviews with the complainant and accused (if applicable). If agreeable to all parties, these interviews will be conducted in the presence of a witness chosen by the complaints coordinator, normally a member of the Complaint Panel. A fellow parent or member of staff may accompany the complainant if asked to do so. This will allow for further discussion of the complaint and give an opportunity for the accused to reply to the accusations levelled at him/her. At this point action will be taken to resolve the matter.


The complaints coordinator will write to the complainant with a full explanation of any decisions made and, where appropriate, include details of what action Avecinna academy has taken, or will be taking, as a consequence of the complaint. If the complaint is upheld, the judgement, along with reasons, will be kept on an Incident Report record and, where applicable, include a written warning and a time period for the person at fault to rectify his/her shortcomings. If the written warning is ignored or there is no noticeable improvement on the part of the accused, disciplinary action will be taken in accordance with the Schools’ internal Disciplinary Procedure.


Stage Three – Appeal


Insha’Allah (God-willing) by the end of Stage Two the outcome will be to your satisfaction. If we cannot agree on a satisfactory outcome, we hope that at least you will appreciate that the complaint has been dealt with fully, fairly and impartially. However, if you are still unhappy you may ask for your complaint to be considered at Stage Three of the procedure.

The complainant has a right to appeal against a decision taken at Stage Two only if:

  1. The complaints coordinator decided not to uphold the appeal; or
  2. The corrective action recommended by the complaints co-ordinator was, over time, found to be insufficient in remedying the situation.


The accused has a right to appeal if he or she feels that:

(a) The disciplinary action taken at Stage Two is inappropriate

All appeals must be made in writing within 14 days of receiving the complaints co-ordinator’s decision. An Appeals Committee will be convened consisting of Complaints Panel not previously involved with the complaint. A maximum of five persons will make up the Appeals Committee. One person on the Appeals Committee must be independent of the management and running of the school. The Proprietor is responsible for the appointment of the panel. Parents must be allowed to attend and be accompanied to the panel hearing if they wish.

The procedure must provide adequate notice of the hearing and ensure that all parties are aware of timescales and a clear date when a decision will be reached.


The appellant will be called to meet the panel and submit evidence. The complaints coordinator involved at Stage Two will also be asked to attend to give details of his/her findings. The proceedings of the meeting will be minuted. The complainant and complaints co-ordinator will then leave so that the panel can make a decision. They will reach a unanimous or majority decision on the appeal and, if upheld, will instruct the complaints coordinator to review his or her previous decision. A written statement outlining the panel’s decision will be sent to the parties concerned and written records kept on file at the school. The decision of the Appeals Committee will be final and binding and will exhaust the internal procedure.

A written record of all complaints will be kept whether they were resolved at the preliminary stage or whether they proceed to a panel hearing.


General Applications


Anonymous complaints


It will usually be the case that anonymous complaints are disregarded. If an anonymous complaint refers to something quite serious then it will be at the School Managers discretion to decide whether the complaint warrants investigation. Similarly, petitioning and lobbying are not considered valid forms of complaint and is a breach of discipline in itself. If two or more people share a complaint they must follow the procedure individually.



Conversations and correspondence relating to the complaint will be treated with discretion. It needs to be understood, however, that some information may have to be shared with others involved in the operation of the complaints procedure.



The school will act quickly at each Stage of the complaints procedure and will investigate and resolve the matter. All parties will be notified.

Suspension from Duty

In some circumstances, it may be considered advisable to suspend a member of staff from duty whilst the complaints procedure is in progress. This will not, however, constitute disciplinary action against that staff member.


Complaints against a parent

If a member of staff has a complaint against a parent, the School Manager will act as complaints coordinator for Stage Two of the procedure. The parent may, at any stage, be accompanied by a fellow parent.


Student Complaints

Learners must communicate their complaints through their parents, carers or guardians who should then follow the Complaints Procedure as outlined above.


Monitoring the Effectiveness of the Policy

Annually the effectiveness of this policy will be reviewed, or when the need arises, and the necessary recommendations for improvement will be made to the school management.

Complaints Form

Please complete and return to Mr Mohamed Dahir (Head teacher and proprietor) who will acknowledge receipt and explain what action will be taken
Name of Parent/Guardian:


Day time telephone number:


Evening telephone number:
Name of Learner:


Date complaint received:


Details of complaint:











What action, if any, have you already taken to try and resolve your complaint. (Who did you speak to and what was the response)?










What action, if any, have you already taken to try and resolve your complaint. (Who did you speak to and what was the response)?









What actions do you feel might resolve the problem at this stage?






Are you attaching any paperwork? If so, please give details:










How to complain:

Complaints to Ofsted about schools: you can contact us on 0300 123 4666.

Updated: September 2015

To be reviewed: September 2016


4.  Attendance policy



The school aims raise levels of achievement by ensuring the highest possible levels of attendance, punctuality and involvement in the school.



  • To keep an accurate and up to date record of attendance
  • To inform parents of attendance and punctuality issues
  • To identify causes of non-attendance and take action
  • To improve attendance of individuals, groups and the School


The law

Under Section 7 of the Education Act 1996, parents are responsible for making sure that their children of compulsory school age receive full-time education. Parents have a legal responsibility to ensure their child’s regular attendance at the school where they are registered.

If a child of compulsory school age who is registered at a school fails to attend regularly at the school then the parent is guilty of an offence under Section 444(1) of the Education Act


Since March 2001 there has been a further offence where a parent, knowing that their child is failing to attend regularly at school, fails without reasonable justification to cause him/her to attend (Education Act 1996, section 444(1A) as amended by the Criminal Justice and Court Service Act 2000).



  • Implement Attendance Policy and inform parents
  • Monitor and review Attendance Policy annually
  • Set and monitor attendance targets
  • Implement system of rewards and sanctions
  • Give attendance a high profile at assemblies, school events and in the school newsletter
  • Support administration staff on issues of non-attendance and internal truancy, remedying causes and applying sanctions
  • Report on attendance to SMT
  • Meet with parents to discuss attendance problems as soon as they are identified
  • Assist attendance Officer with referrals to the Education Welfare Service
  • Ensure work is provided for excluded students and long-term absentees
  • Look for patterns of absences and consider impact of curriculum upon attendance alongside other possible causes


Form Tutors:

  • Be a good role model for students
  • Give attendance a high profile
    • Praise students for arriving on time
    • Take prompt action where students are late or absent without explanation
  • Keep an accurate register
  • Return register to the Attendance Office promptly at the end of every registration


Attendance Officer:

  • Oversee administration of the Register system
  • Streamline and make adjustments to systems and procedures
  • Keep parents informed of any unexplained absences before they become unauthorised
  • Providing regular attendance information
  • Phoning students on 1st Day Contact List and monitoring attendance and punctuality alerting Form Tutors when concerns arise
  • Liaising with form tutors to monitor accuracy of record keeping
  • Working with colleagues to identify causes of non-attendance
  • Facilitating meetings with SMT, Form Tutors, and parents and keeping records of the same
  • Keep staff and parents informed of attendance issues


Parents should:

  • Ensure that children leave for school on time every day
  • Provide written explanation for children’s absences from school
  • Endeavour not to take children out of school in term time
  • Notify the school as soon as problems arise with child’s attendance
  • If no letter has been sent in advance telephone the school on the first morning child is absent


Students should:

  • Arrive at 8.40am for registration every morning
  • Be on time for lessons
  • Make sure a note is sent from parents to explain absences
  • If late sign in the lateness book at The Attendance Office (in reception)
  • If need to leave early sign out at Attendance Office
  • Tell Form Tutor if having any problems attending school


Support Available:

  • Attendance Reports (to combat lesson truancy)
  • Attendance interviews and regular reviews
  • Meetings with form tutors, head teacher and other external agencies to provide support for children and their parents
  • Re-integration programme on first morning back in school after long-term absence



  • Commendations
  • Half-termly, termly and annual certificates and letters home for individuals and form prizes for groups
  • Good attendance references to potential employers/colleges


The school reserves the right to use any of the following sanctions to fulfil its obligations with respect to school attendance:

  • Form Tutor detention
  • Subject Department detention
  • SMT detention
  • Referral

Updated: September 2015

Review: September 2017