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Education Organisation Policy of Oasis International School

  • Oasis International School is committed to providing an International, Value-Based Education aligned to its Mission and Vision, to allow students maximum versatility. 
  • Oasis International School is a Cambridge Pathway School, affiliated to Cambridge Assessment International Education, offering educational services from Pre KG to grade 12 via a broad curriculum. 
  • The School values collaborative learning, positive relationships and building capacity amongst our students to effectively allow them to engage in the world where problem solving, evaluating, working in teams, communicating, creating and innovating are expected skills, attributes and capabilities. 
  • To achieve its Purpose which is to nurture Responsible Individuals who will contribute positively, integrate and connect with the World as Responsive Global Citizens, Oasis has established an Educational Organisation Management System based on the Standards of ISO 21001:2018 
  • The Visionary leadership of Oasis engages all learners and other beneficiaries in the organisation, to achieve its objectives. 
  • Oasis optimises its system and performance through processes that function as a coherent system. 
  • Oasis creates new opportunities through continual improvement which exceeds expectations of its stakeholders. 
  • Oasis achieves greater objectivity in decision making through facts, evidence and data analysis. 
  • Oasis is very cognisant of its Social Responsibility through transparent and ethical behaviour that contributes to quality education for all, health and safety as well as the welfare of all interested parties. 
  • Oasis believes in Accessibility and equity through inclusion, flexibility, transparency and accountability in order to address learners’ individual and special needs, interests, abilities and backgrounds. 
  • Oasis ensures confidentiality, integrity and availability of data of all interested parties by setting controls to prevent and mitigate threats and vulnerabilities. 

Rationale:  

We at OIS seek students who can benefit from the exciting and rigorous nature of the curriculum that constitutes the Cambridge Assessment International Education curriculum. 

This gives our students the advantage of a world class learning methodology which combines conventional and experiential teaching methods. OIS is a Cambridge Assessment International Examination Centre (CAIE) since 16th of November 2005 and a registered member of the Cambridge International Primary Programme since the 17th of February 2007. Oasis International School is accredited by the British Council of India, for outstanding development for the international dimensions in the curriculum, in October 2006. Students selected for the programme should be able to demonstrate academic readiness for the programme.  

 Guidelines: 

Oasis International School seeks students with a potential to benefit from and to succeed in the school’s unique academic and enrichment programmes.  

OIS is an Inclusive school where we aim to provide equal and quality education to all children. We have a separate OCEAN department which caters to the needs of the neuro-diverse. 

 In recognition of the ongoing contributions and support of our alumni community, the institution grants priority consideration for admission to alumni stakeholders. 

The school aims at admitting students who can handle a rigorous academic programme, successfully and happily. 

Applications for registrations are accepted as and when notified. Admission to any class will be subject to availability of seats. We administer a diagnostic test that checks for readiness to imbibe learning at the time of intake. Admission to kindergarten is considered based on age and readiness for entry to each level.  

 Junior, Middle, High school, As and A level involves a selective process based on an Entrance Test and an interview.  

Admissions to grade 9 are discouraged unless the student is from the same syllabus background. 

    1. Introduction 

    Oasis International School has adopted the Child Protection Policy; in keeping with its Vision, Mission, Core values and abiding by the International and National laws. This is to help the school provide a safe, sensitive environment for our students and provide clear and effective guidelines for all our staff. The school is committed to training the staff appropriately and spreading awareness among parents and students.  

    Scope: The Child Protection Policy has been formulated exclusively for Oasis International School; and it applies to all members of the school community- Members of the management, teachers, administrative staff, interns, volunteers, support staff, students, parents, and visitors. 

     Legal Framework: 

     The Child Protection Policy for Oasis International School has been written with reference to the  

    • Juvenile Justice Act 2015 [ https://www.childlineindia.org/pdf/j-j-act.PDF 
    • Indian POSCO Act 2012 (Prevention of Children from Sexual Offenses).  
    • Council of Indian School Guidelines for prevention of bullying and ragging in schools (*Extract of D.O. No. 12-19/2012-RMSA-1 dated 8th November 2016) 
    • New-Standards for child protection-adopted -by-school-evaluation agencies 

      1.1 Statement of Commitment 

    At Oasis International School, we believe that child protection is both an individual and institutional responsibility. We recognize the responsibility of safeguarding the welfare of children and protecting them from any form of abuse while the child is at school.  

     1.2 Aims and objectives. 

    • To provide a safe and secure environment for children to study and grow. 
    • To educate children and make them aware of what child abuse is about and report the same to their teachers. 
    • To establish action, the school can take to ensure that children remain safe at school. 
    • To raise awareness of these issues among staff and to define their roles and responsibilities in reporting cases of abuse. 
    • To identify children who suffer abuse or neglect and take remedial measures. 

     

    1. Terminology  

    The Child Protection Policy is a statement of intent that demonstrates a commitment to protecting students from physical, mental, and psychological harm and makes clear what is required in relation to the protection of children.  

    Child Protection is a broad term used to describe policies, standards, guidelines, and procedures to protect children from both intentional/unintentional harm including self-harm. In this document the term “child protection” applies to the protection of children at Oasis International School. 

    Oasis International School, recognizes the following definition in its Child Protection Policy  

    • A child is any person under the age of 18 years, or one who has not completed eighteen years of age as per the Juvenile Justice Act 2015.  
    • Child abuse ‘Child abuse’ or ‘maltreatment’ constitutes ‘all forms of physical and/or emotional ill treatment, sexual abuse, neglect or negligent treatment or commercial or other exploitation, resulting in actual or potential harm to the child’s health, survival, development or dignity in the context of a relationship of responsibility, trust or power.  

    2.1 Child Abuse takes a variety of forms 

    • Physical abuse of a child is that which results in actual or potential physical harm from interaction or lack of interaction, which is within the control of a person in a position of responsibility, power or trust. There may be single or repeated incidents. 
    • Child sexual abuse is the involvement of a child in sexual activity that he or she does not fully comprehend, is unable to give informed consent to, or for which the child is not developmentally prepared and cannot give consent, or that violate the laws or social taboos of society. Child sexual abuse is evidenced by an activity between a child and an adult or another child who by age or development is in a relationship of responsibility, trust or power, the activity being intended to gratify or satisfy the needs of the other person. 

    This may include but is not limited to the inducement or coercion of a child to engage in any unlawful sexual activity; the exploitative use of a child in prostitution or other unlawful sexual practices; the exploitative use of children in pornographic performances, internet pictures and materials. 

    • Neglect or negligent treatment is the inattention or omission on the part of the caregiver to provide for the development of the child in health, education, emotional development, nutrition, shelter and safe living conditions. In the context of resources available to the family or caretakers and which causes, or has a high probability of causing, harm to the child’s health or physical, mental, spiritual, moral or social development. This includes the failure to properly supervise and protect children from harm as much as is feasible. 
    • Emotional abuse includes the failure to provide a developmentally appropriate, supportive environment, including the availability of a primary attachment figure, so that the child can reach to their full potential in the context of the society in which the child lives. There may also be acts toward the child that cause or have a high probability of causing harm to the child’s health or physical, mental, spiritual, moral or social development. These acts must be reasonably within the control of the person in a relationship of responsibility, trust or power. 

    Acts include restriction of movement, degrading, humiliating, scape-goating, demeaning, threatening, scaring, discriminating, ridiculing, verbal abuse, mimicking or other non-physical forms of hostile or rejecting treatment. 

    Any person who works in contact with a child must ensure the safety of children.  

    1. Child Protection Committee  

    At Oasis International School, the Child Protection Committee consists of the following members: 

    Core committee   

    Child Protection Officers: Deputy Principals and Coordinators of Pre-Primary and AS and A level 

    Managing Trustee: Ms. Ayesha Masood 

    Security in charge: Mr. Nayeemuddin Shaikh 

    Cyber Security: Ms. Anjum K 

    Advisory committee 

    Teachers: Shahina K, Zaheer Abbas 

    School council:  President and Vice President 

    Nurse: Ms. Ramya 

    School Counsellor – Ms. Halima Sadiya  

    Parent representatives – Mr. Joseph David, Mr. Owese Sait, Ms. Saima Amber 

     Key responsibilities: 

    The Child Protection Committee is responsible for: 

    • Ensuring adherence to the Child Protection Policy. 
    • Annual review of the child protection policy with the Child Protection Committee and staff of the institution. 
    • Addressing complaints brought to the Committee and taking remedial action.  

    3.1 Staff Responsibilities  

     It is the responsibility of every staff both teaching and non-teaching to 

    • Attend training/orientation to ensuresafetyand well-being of the children. 
    • Follow school procedures 
    • Implement the Child Protection Policy 
    • Voice their concern if they feel that a child is vulnerable, or that there are anypracticesthat are unsafe. 
    1. Safe practices for interaction between Student and Teachers 

    4.1 The staff should, 

    • Create and maintain an open culture in which any issues or concerns can be discussed. 
    • Respect each child’s boundaries and their right to privacy and help children to develop their own sense of their rights as well as helping them to know what they can do if they feel that there is a problem. 
    • Be visible to other adults when talking with children. 
    • While dealing with children, appropriate distance must be maintained except in exceptional circumstances when they need medical attention. 

    4.2 Staff must never,  

    • Act in ways that may abuse a child or may place a child at risk of abuse. 
    • Spend time alone with any child 
    • Hit or otherwise assault or physically abuse children or discipline a child in a way that is against the Convention on the Rights of the Child. (A general guideline is no physical punishment, hitting, slapping, spanking and no verbal abuse such as shouting, swearing or use of demeaning language). 
    • Engage in physical activity that is sexually provocative, inappropriate, offensive or exploitative or could be construed as assault or abuse. 
    • Expose children to inappropriate materials such as pornographic videos and literature. 
    • Use language, make suggestions or offer advice, which is inappropriate, flirtatious, offensive or abusive. 
    • Excuse, or participate in, behaviour of children which is illegal, unsafe or abusive. 
    • Act in ways intended to shame or humiliate. 
    • Discriminate against, show different treatment to, or Favour some children while excluding others. 
    • Show partiality to any child or group of children. 
    1. How to respond if a child confides in you 

    It takes a lot of courage for a child to talk to an adult about their abuse. If a child makes an allegation or disclosure of abuse against an adult or another child, it is important that you  

    • Remain calm,accessibleand receptive. 
    • Listen carefully without interruption. 
    • Communicate with the child in a way that isappropriate totheir age, understanding and preference 
    • Be aware of the non-verbal messages you are giving.
    • Make it clear that you are taking them seriously. 
    • Acknowledge their courage and reassure them that they have a right to tell. 
    • Reassure them that they should not feel guilty and that you are sorry that this has happened to them. 
    • Let them know that you are going to do everything you can to help them and explain what may happen as a result. 
    • Make a note of what was said and who was present, using the child’s actual words wherever possible. 

    What about informing the parents 

    Do not 

    • Allow your shock or distaste to show. 
    • Probe for more information than the child offers 
    • Speculate or make assumptions 
    • Make negative comments about the alleged abuser 
    • Make any promises that you cannot keep, e.g., that “everything will be all right” 
    • Agree to keep the information a secret 
    • Delay getting emergency help if needed, e.g., medical help. 
    1. Procedures for reporting suspected cases of child abuse or neglect. 

    Step 1: 

    When a child reports abuse or neglect or there is reasonable cause to believe that abuse is occurring, the member of staff will seek advice from the Child Protection officer by the end of the day and submit the “Report of Concern form”. 

    The Child Protection Officer, with the support of the Principal and School coordinators, will take initial steps to gather information regarding the reported incident and will form a school-based Response Team to address the allegation. The response team will include the School Nurse, Counsellors, Principal, Vice-Principal/DOS and school coordinators. 

    In all cases, follow-up activities will be conducted in a manner that ensures that information is documented factually, and that strict confidentiality is maintained.  

    The following procedures will be used:  

    1. Interview with the child or adult reporting abuse, and with other potential witnesses to document information relative to the case.  

    The facts, reportage, observations and opinions of these people must be documented and reported within 3 working days of abuse or neglect being reported.  

    1. Consulting with school personnel to review the child’s history in the school 
    1. Determine the course of follow-up actions.  

    Step 2: 

    Based on acquired information, a plan of action will be developed by the school-Based Response Team to assist the child and family.  

    Actions that may take place are:  

    1. Discussions between the child, Child ProtectionOfficerand Counsellor in order to gain more information.  
    2. In-class observations ofthechild by the teacher, Counsellor or child protection officer. 
    3. Meeting (s)with the family to present the school’s concerns. 
    4. Referral of the student and family to professional counselling.  

    Step 3: 

    After a reported and /or substantiated case of child abuse or neglect:  

    1. The Child Protection Officer and Counsellor willmaintaincontact with the child and family to provide support and guidance as appropriate. 
    2. The Child Protection Officer and Counsellor will provide the child’s teacher (s) and Principal with ongoing support
    3. The Child Protection Officer and Counsellor will provide resource materials and strategies forteacher’suse.  
    4. The Child Protection Officer and Counsellor willmaintainclose contact with outside therapists and multidisciplinary teams to update the progress of the child in school.   

    All documentation of the investigation will be kept confidential.   

    Most cases of suspected abuse or neglect will be handled by the school counsellor with support of school coordinators, such as those involving:  

    • Student relationships with peers 
    • Parenting skills related to disciplining children at home 
    • Student-parent relationships 
    • Mental health issues such as mild depressions, lowself-esteemand grieving. Some cases will be referred to outside resources, for example: Mental health issues such as depression and suicide ideation cases reported for investigation and outside resources, Severe and ongoing abuse or neglect  

    In extreme cases when concerns remain about the safety of the child; reports will be made to one or more of the following:  

    • The Chairperson of the Child Protection Committee 
    • The Child Protection Officer.  

    The Chairperson of the Child Protection Committee and the Child Protection Officer will determine the further course of action.  

    1. Responses to Allegations 

     

    If an allegation is made against any of the members at Oasis International School, then the following procedures will be followed:  

    1. An investigation will be conducted by the Child Protection Officer to gather information from other potential witnesses and the information will be documented.  
    1. Based on the acquired information the Child Protection Committee will develop a plan of action. 
    1. Where no evidence of abuse has been found, the Strategic Leadership Team will notify the alleged member and the management will decide on an action plan.  
    1. If there is enough evidence to believe, then the Strategic Leadership Team (SLT) will decide the plan of action.  

    The Strategic Leadership Team includes the Managing Trustee – Ms. Ayesha Masood and Ms. Ambar Khaiyum

    Heads of School: Ms. Habbeeba, Ms. Nasuh Faheem, Ms. Merin Rose, and Ms. Sabahath Israr,  

    Head of ExaminationsMs. Shahina K, .  

    H.RMs. Gazal Ahmed,  

    Security and Facilities: Mr. Nayeemuddin, 

    Cyber Security:  Ms. Anjum K. 

     7.1 Procedure for Reporting a Cognizable Offence 

     The Child Protection Committee must inform the parents/guardian of the child on the same day and if the allegation of abuse constitutes a cognizable offence (offences wherein police officer has the authority to make an arrest without a warrant) and support the parents in lodging a complaint with the nearest Police Station. 

     In these cases, the following procedure will be followed: 

    1. The Child Protection Committee will convene for an emergency meeting to ensure that all procedures are followed thus ensuring the safety and well-being of the child. 
    1. The child who has complained of child abuse will be taken to a safe place for counselling. 
    1. The Head of School will inform the parent/guardians of the child. The parents must provide their consent before the authorities are informed. 
    1. The school counsellor will counsel and reassure the child, until the child’s parents/guardian take custody of the child.  
    1. First aid will be administered if needed. 
    1. The school will ensure confidentiality so that the child is not subjected to further trauma. 
    1. The school will provide support in the proceedings of the case.  

    The Child Protection Officers shall keep the case report confidential.   

    7.2 How a parent can raise a child protection concern.  

    If a parent has a child protection concern, they could discuss it with the Child Protection Officers of their section and these concerns will be investigated by the Child Protection Committee. 

    1. Staff Recruitment – Child Protection 

    At Oasis International School we follow safer recruitment guidelines to ensure that children’s welfare is safeguarded. The School Leadership team is responsible for all appointments. 

    Before a person is employed as a teaching/admin staff by the school, they must fulfill the following list of requirements for all appointments. 

    • Submit a CV. 
    • Provide two professional references.  
    • Provide evidence of qualifications. 
    • Background check – this must be done by the School Management / Police verification.  
    • Acceptance of resignation from previous school to ascertain the cause of leaving that school. 
    • Identity check. Provide government issued documentation to prove identity (name, address and date of birth).  
    • The employees are interviewed in person.  

    Before a person is employed as service staff, they must fulfil the following list of requirements for all appointments. 

    • Provide previous work references.  
    • Identity check. Provide government-issued documentation to prove identity (name, address, and date of birth).  
    • Background check – this must be done by the School Management/ Police verification.  
    • Acceptance of resignation from previous school to ascertain the cause of leaving that school. 
    • The employees are interviewed in person. 
    • The staff who are appointed as bus drivers need to have a valid driving license with no cases of accidents registered against them. Also, fitness certificates from government-recognized hospitals. 

    The appointment of the employee is finalized by the Senior Leadership Team.  

    Conclusion: Oasis International School flourishes on its reputation for high academic achievement, encouragement of intellectual growth through innovative teaching and co-curricular programmes of learning. The physical and emotional well-being of students is a fundamental building block in the school’s philosophy, ensuring that students are successful learners, ready to grow into confident individuals who are responsible and responsive citizens and become change makers in society. Staff members are responsible to protect them from harm and safeguard their welfare.  

    This document should be read in conjunction with: 

    • Health and Safety Policy 
    • HR policy 
    • Counselling Policy 
    • Behaviour Policy 
    • IT Policy 

This Policy applies to all Oasis International School (OIS) staff (including temporary staff), visitors and/or to those using the School’s IT resources. Inappropriate use of IT may expose the school to unnecessary risks including virus attacks, compromise of network systems and services, financial and legal issues. 

 This policy is drafted to keep in line with Information Technology Act 2000 and the guidance given in the document “Cyber Security For Teenagers, Ministry of Home Affairs (GOI) 2018”.  

 The purpose of this policy is to:  

  • promoteappropriate useof IT facilities and capabilities  
  • guard against the misuse of IT. 
  • Preventthe theftof the information stored on the storage facilities.  
  • prevent damage to the network facilities.

Eligibility  

Staff may be issued with access to IT facilities at the discretion of the School Management. The appropriate and secure use of IT  will be monitored. Staff will be kept updated with any new developments and receive appropriate training for new or upgraded applications.  

Every user who is given access to IT facilities will do so with the utmost care and will comply with this policy. 

Staff responsibility  

Information will not be shared irresponsibly with anyone else unless they are permitted to have that information. 

Acceptable use and necessary precautions: 

  1. Files saved onto the laptop hard drive should be transferred to a network drive at the earliest opportunity. Local copies of confidential files should be deleted from the hard drive once they have been transferred. No responsibility will be taken if files that solely exist on the hard drive are lost due to mechanical failure or accidental deletion. 
  2. It is accepted that a IT access is permitted for multiple location use and hence it is imperative that the staff member ensure adequate protection of information is maintained when it accessed off site as well.  
  3. Do not work or save sensitive information like education records, personally identifiable information, and confidential information without taking proper precautions. 
  4. All members of staff are accountable for all network and systems access under their individual user ID. Passwords should be kept absolutely secret. It should never be shared with anyone. 
  5. IT access is provided for official use by authorised employees for an authorised purpose . Oasis International School laptops must not be allowed to be used by others. 
  6. Avoid leaving your access device unattended and logged on. Always shut down, log off or lock the screen before walking away from the machine. 
  7. E-mail attachments are one of the main sources of virus – avoid opening any e-mail attachment unless they are expected from a legitimate source. 
  8. Report any security incidents (such as virus infections) to the IT Head immediately in order to minimise the risk. 
  9. Do not download, install or use unauthorised software programmes. No personal programmes are to be used, e.g. i-tunes, Facebook, Twitter etc. 
  10. The member of staff must comply with relevant laws, regulations and policies applying to the use of computers and information, e.g. licence, copyright, and privacy laws. 
  11. The school will not tolerate inappropriate materials such as pornographic, racist, defamatory or harassing files, photographs, videos or e-mail messages that might cause offence or embarrassment. Never store, use, copy or circulate such material on the devices under use. 
  12. Any damage must be reported to the Line Manager, IT head and HR Manager as soon as possible. 
  13. After IT facilities are used the staff member must log off and shut down the device appropriately. 

 

Unacceptable use  

Use of the computers  for personal reasons during the course of a lesson is deemed inappropriate and unacceptable.  

Computers and Laptops belonging to OIS may not be used by non-school employees. 

Viruses 

 Laptops are configured to update the anti-virus on start-up and will attempt to locate updates from the Internet when not connected to the school network.  

Staff must be aware that laptops which have not been connected to the school network for any period of time may not have most up-to-date protection. 

Staff leaving the school  

When staff leave the school then access to the IT facilities is immediately withdrawn. This is done in order to maintain the safety of the IT facilities and to prevent the unauthorized use of its networks. 

Wireless connectivity  

Technological developments in the area of cordless connectivity e.g. wireless protocols, Bluetooth and infrared have significantly increased the risks of unauthorised interception of a signal and of unauthenticated links being made to other devices.  

Staff should be cautious when using wireless connectivity to connect to any networks outside the school. Staff must ensure that measures such as encryption and address control have been enforced on the wireless network they wish to connect to. 

The wireless settings should not be altered, as this may result in the case of a laptop not being able to connect to the school’s wireless network. 

IT Support reserves the right to disable wireless facilities on a laptop if deemed necessary. 

Technical support  

Computers in need of repair must be reported to the IT Support. Staff must not attempt to repair any hardware faults under any circumstances.  

Usage 

  • Incidents: All known or suspected security incidents related to IT must be reported to IT HelpDesk at your respective schools 
  • Applications: All general purpose Personal Computer (PC-including desktops, laptops, tablets or other such devices) are installed with a standard set of applications. Self-installation of unauthorised software is prohibited 
  • Data Storage: All data stored on OIS property is considered OIS property. All such data may be considered temporary data and is subject to being deleted at any time 
  • Copyright Laws: Any copying without permission, including electronic copying, is prohibited as per the relevant state or country law 
  • Computer Hacking: Any hacking is strictly prohibited and can be a criminal offence as per the relevant governing law of the state or country 

Computers, Internet, email, social media etc. should be used appropriately. Inappropriate use includes the following (this is not an exhaustive list): 

  • Visiting pornographic sites 
  • Sending untrue/malicious statements 
  • Receiving, sending or downloading pornographic information 
  • Breaches of copyright 
  • Sending offensive/obscene statements/attachments 
  • Cyberbullying/harassment 
  • Anything that may damage the reputation or interests of OIS 
  • Discriminatory or illegal religious, gender and preferences materials, including visiting sites which contain extremist materials or views, or promoting or disseminating the same 
  • Making potentially libellous statements 

 It is controlled by firewall (SOPHOS XG) 

Internet 

At school premises, internet access provisions are primarily for educational purpose. Hence the usage for the purpose of storage of, access to, or downloading of material the is illegal, obscene, abusive, racist sexist, libellous, breach of copyright defamatory, playing computer games, access to chat rooms and personal entertainment are forbidden. At school, all internet users will be logged, subject to local regulations and subject to disciplinary actions if required. 

Email 

OIS provides an Oasis email id and access to all its students. Email system is to be used for education purposes only. Any student receiving any inappropriate content should inform their respective class teacher or IT HelpDesk immediately. Students/parents are responsible for the safety and security of their Oasis email login credentials and in case of incident the audit trail login credentials will be used for authentication. In case of student/parent forgetting the login credential or suspect theft please reach out to school ICT immediately for recovery. 

Passwords  

To guard against unauthorised usage of the IT facilities a power-on password has been enabled. 

Social Media 

Social media for the purpose of this policy refers to social networking sites (e.g. Facebook, Instagram, Linkedin, Twitter etc),. Only social media sites authorized by OIS ca be accessed via the school information system and infrastructure while at school premise or when using school devices. Use of social media shall not affect OIS reputation through offensive, inappropriate or deregulatory remarks. 

Monitoring  

Staff should be aware that the use of IT facilities is monitored in accordance with this policy.  

School management reserves the right to audit correct usage at any time, and the individual may be held liable for illegally held software or material e.g. in breach of copyright legislation. 

Rationale:  

The purpose of the policy is to develop a set of values and skills among students that promotes honesty and integrity. It is to ensure that students take responsibility for their actions and the consequences that accompany them. 

Purpose: 

  • Promote good academic practice and a school culture that actively encourages academic honesty. 
  • Enable students to understand what constitutes academic honesty and  
  • dishonesty. 
  • Encourage students to look to their teachers, supervisors and coordinators for support when completing assessed work to prevent any possible form of malpractice. 
  • Ensure that students understand the importance of acknowledging accurately and honestly all ideas and work of others. 
  • Explain to students that they have an important role in ensuring that their work is ‘academically honest’. 
  • Impart to students that plagiarism is a serious academic offence for which Oasis International School shows no tolerance.  
  • Explain to students precisely what penalties will be imposed should they be found guilty of malpractice. 

What is Academic Honesty? 

Academic honesty refers to: 

  • Appropriate behaviour while examinations are being conducted.  
  • The full acknowledgement of the original authorship and ownership of creative material.  
  • The production of authentic pieces of work. 
  • The protection of all forms of intellectual property –which include forms of intellectual and creative expression, as well as patents, registered designs, trademarks and copyright. 

 

What is Academic Malpractice? 

This includes:  

Plagiarism: this is defined as the representation of the ideas or work of another person as the candidate’s own.  

(Example: Using AI based resources such as ChatGPT etc) 

Collusion: this is defined as supporting malpractice by another candidate, as in allowing one’s work to be copied or submitted for assessment by another 

Duplication of work: this is defined as the presentation of the same work for different assessment components and/or diploma requirements. any other behaviour that gains an unfair advantage for a candidate or that affects the results of another candidate.  

 Examples of Malpractice that refer to written examinations : 

  • bringing unauthorised materials into the exam room or accessing unauthorised materials during the exam.  
  • For example:  
    electronic devices with data storage and/or communication capabilities by any method. For example, mobile phones, cameras, e-readers, Bluetooth headsets, tablet or laptop computers and ‘smart wear’ such as smart glasses and smart watches  
  • revision notes of any kind 
  • calculator cases 
  • non-transparent pencil cases  
  • any packaging with images or text on it  
  • leaving and/or accessing unauthorized material in a bathroom/restroom that may be visited during an examination 
  • misconduct during an examination, including any attempt to disrupt the examination or distract another candidate  
  • exchanging information or in any way supporting the passing on of information to another candidate about the content of an examination  
  • failing to comply with the instructions of the invigilator or other member of the school’s staff responsible for the conduct of the examination  
  • impersonating another candidate  
  • looking for, getting, receiving, exchanging or passing on confidential exam material in any way including websites giving past papers or any website dealing with  Cambridge IGCSE/AS/A Level Examination. 
  • stealing examination papers  
  • using an unauthorized calculator during an examination, or using a calculator when one is not permitted for the examination paper 
  • disclosing or discussing the content of an examination paper with a person outside the immediate school community within 24 hours after the examination. 

 

Penalty in cases of Academic Malpractice: 

  • The student/s will not be allowed to write /continue to write the Exam/Test in that particular subject. 
  • No marks will be awarded. 
  • Parents will be informed.  
  • If students are caught stealing question papers, he/she will be expelled from school. 

Our Purpose 

The primary purpose of assessment is to support and improve student learning. As all students have different learning styles, experiences and abilities, hence the assessment and evaluation of their learning must be fair and demonstrate a full range of best practices.  

The purposes of assessment at Oasis International School encompass the following:  

  • provision of feedback on the learning process 
  • recording and celebrating learning and success 
  • enabling students to practise skills, andfacilitatingthe learning process  
  • enabling teachers to adapt to the needs of their students 
  • enabling the identification of effective teaching strategies and informing future teaching 
  • informing school policy and enabling the identification of training needs 
  • serving as a basis for communication with parents and outside institutions 
  • provision of information tofacilitatetransition of students between sections within the school, between schools, and between school and university 

Perspective on Assessment 

At Oasis international school, assessment is aligned with the taught curriculum. It serves as the means by which we monitor student learning and focus on providing our students with effective feedback on their learning and development. The use of a variety of assessment tools demonstrates our belief that students learn in different ways, at different rates, and at different times. We believe that the objective of an assessment is to guide our planning and instruction, and direct our efforts in engaging students in meaningful learning. Assessment provides our learners with a better opportunity to improve knowledge and understanding, engage in thoughtful reflection, develop the capacity for self-assessment, refine the various skills developed across their academic subjects and recognize the criteria for success.  

Assessment Practices:  

 The assessment component in the school’s curriculum is subdivided into three closely related areas:  

  • Assessing – Determining what the students know and have learned.  
  • Recording – How we choose to collect and analyse data.  
  • Reporting – How we choose to communicate information.  

 Assessing – Determining what the students know and have learned.  

The school will have two terms for grades 1-10 and AS/A Level. Students will be assessed for the demonstration of their knowledge, development and achievement.  

Formative Assessments (FA): Formative assessments will be continuous over each term. These are assessments that are conducted in class during the course of each unit/chapter and hence, constitute the assessment for learning. This includes collaborative work and projects. The purpose of these assessments is to allow the teacher and the students to understand how they are progressing through the unit/chapter. FAs should be reviewed immediately to determine which students need support so that re-teaching of certain topics and differentiation can be affected.  

Each subject will conduct a minimum of two/three formal (recorded) assessments during a planning period. Scores out of 10 will be recorded and will be discussed with students.  

Summative Assessments (SA): Each term will culminate with end of term examination. Summatives are formal written and graded assessment that assess a student’s learning achievement across multiple consolidated topics. This includes a pen and paper test, an oral component and practical knowledge in some subjects. The SAs must be utilized to provide quantitative and qualitative feedback to students and parents, and to bridge any gaps in learning after the SA is conducted.  Marks and grades will be recorded and feedback shared with the students. Grades 11 and 12 will have biweekly tests. 

Assessment Tools 

  • Rubrics: Rubrics are established sets of criteria used for scoring or rating student’s tests, portfolios, or performances. The descriptors tell the student and the assessor what characteristics or signs to look for in the work and then how to rate that work on a predetermined scale.  
  • Mark Schemes/ Answer Keys 

Reporting – How we choose to communicate information. 

The School uses an assessment tracker which every teacher updates on completion of the assessments. This will be reviewed by the head of department before it is communicated to parents via the report card 

Report cards: Communicating student achievement to parents is of utmost importance.The school year will have two terms which culminate in parent-teacher meet to review the student’s achievement and reports will be sent home every term. A PTM is also held after the Unit Tests and Examination. 

The Examination Department at Oasis International School consists of two internal committees namely  

  • Internal Examination Committee and the External examination Committee 
  • Both committees will report to the Cambridge examination officer and the Principal. 

Regulation for Internal Exams: 

  • Dates and deadlines for the tests/exams will be set by the Examination Department and informed to teachers. 
  • An excel sheet will be shared by the Internal Exam Coordinator with all subject teachers wherein the portion will be filled by the Subject Teachers.  
  • The class teacher will then send it to the parents at least 2-3 weeks before the examination. 
  • Approved question papers, marks schemes and blueprints should be submitted to the Examination committee as per the deadlines set.  
  • In order to maintain confidentiality and security of question papers, subject heads are instructed to upload the question papers and mark scheme after the completion of exams. 
  • The Examination committee will communicate the timetable of the exams.  
  • The timetable along with the Invigilator duty list is shared with all teachers at prior to the commencement of the exams.  

Weightage 

For Grades 1-5:  

  • First Terminal Examination: 50% Formative Assessment and 50% Summative Assessment  
  • Annual Examination: 50% Formative Assessment  and 50% Summative Assessment 

For Grades 6-9:  

  • First Terminal Examination-60%, Formative Assessments and Unit Tests-40% 
  • Annual Examination- 60%, Formative Assessments and Unit Tests-40% 

For Grade 10-12: The weightage given by syllabus from CIE is followed.  

Regulations for dealing absence from assessments. 

Attendance for exams is mandatory for all students. If a student misses a formative assessment, they will be allowed to retake the assessment at a later date scheduled by the teacher. In case of summative assessment, if a student (Grade 9 and above only) misses an assessment, he/she will be allowed to re-take the exam only if a medical record is submitted or under special consideration due to unavoidable circumstances at the discretion of the respective Examination Coordinator/ Deputy Principal. 

For grades 1-8, no retest will be conducted. Instead, average marks of the whole year’s performance will be considered for promotion. 

Regulation for Teachers 

If there is a mistake noted in the paper either by the student or the invigilator, a report will be filed by the exam officer and the exam committee will call the concerned teacher for a meeting 

The errors could include 

  • Content error 
  • Missing data 
  • Missing page numbers and question numbers 
  • Late submission of paper 
  • Questions being given from syllabus not completed in class 
  • Wrong question paper 
  • Wrong syllabus 

The second time if it repeats the subject coordinator will be called for a meeting 

The third time the department will receive a warning from the Principal. 

If any error is found, a modification form is given to the concerned subject teacher to specify the error, what modification is required, signed by subject coordinator which is then approved by Principal. 

Marking of Papers 

Teachers will be given 2-3 days from then to update the marks on the excel sheet shared by class teachers. 

The report card will then be updated within the next few days to ensure it is available to parents on the assigned date.  

Regulations to conduct External Exams 

For Cambridge External Exams the Cambridge Examination Handbook will be followed which is updated every December. 

https://www.cambridgeinternational.org/Images/723185-cambridge-handbook-2025.pdf 

The point of Contact will remain the exam officer Ms. Shahina K. 

“Discipline is not about control; it’s about creating a climate of mutual respect and responsibility where learning can thrive.”
At Oasis International School, we believe that nurturing the emotional, social, and ethical development of every individual is as essential as academic growth. We recognize that children and adults flourish best in environments that are respectful, safe, inclusive, and consistent.
The purpose of this Whole School Behaviour Policy is to establish a shared vision and consistent framework for behaviour that supports a positive and emotionally safe school climate. This policy reflects our belief that respectful relationships and personal accountability are central to meaningful learning and community well-being.
We aim to:
 Promote a sense of belonging, empathy, and shared responsibility among all members of the school community.
 Define and encourage the demonstration of core values such as integrity, respect, fairness, and compassion.
 Foster self-discipline, positive relationships, and a culture of encouragement over punishment.
 Provide structured systems for listening, reflecting, and resolving conflicts constructively.
 Ensure that behaviour expectations and consequences are clear, consistent, and developmentally appropriate.
 Involve all stakeholders—students, staff, parents, and management—in co-creating a safe and respectful school culture.
Our approach draws from best practices in restorative discipline, social-emotional learning, and inclusive education. It is supported by the belief that behaviour is a form of communication, and that every member of the school community plays a vital role in modelling and sustaining a culture of dignity and care.
This policy has been developed collaboratively, with input from students, educators, support staff, and leadership, to reflect the values and needs of our unique learning community.
Together, we commit to living out this vision in every classroom, hallway, playground, commute and interaction—so that Oasis truly becomes a safe and nurturing space for all.
Structure of the Whole School Behaviour Policy
A. Being Safe and Sensitive to Students
1. Building in Listening Systems
To ensure that every student is heard and feels emotionally safe in school, we will set up the following listening systems. These systems encourage expression, empathy, and timely resolution of student concerns.
1.1. Quality Circle Time (QCT)
Objective
To create a safe, structured space for open dialogue, reflection, and problem-solving among students and the class teacher.
Frequency
Bi-weekly, for one full school period.
Facilitator
The class teacher and Co Class teacher.
Content
Discussion topics include classroom issues, social-emotional challenges, school life concerns, and relevant value-based themes.
Method
The teacher facilitates the circle using warm, inclusive, and respectful communication. All students are encouraged to participate actively. A speaking object may be used to manage turn-taking.
Monitoring
A designated Spark may help track consistency and impact. Teachers will record key discussion points for follow-up when needed.
1.2. Bubble Time
Objective
To offer students one-on-one time with a trusted adult to express concerns privately and safely.
Frequency
Need based; Bubble time is given according to students’ needs and weekly, during a fixed hour made known to students.
Facilitator
Class teacher or any preferred teacher by the student.
Process
Conducted in a quiet, private space. Teachers maintain confidentiality unless safety concerns require escalation.
Monitoring
Each teacher keeps a log (confidential) of sessions held.
1.3. Non-Verbal Listening Systems
1.3.1. Think Box
Objective
To give students a non-verbal outlet to express thoughts, feedback, or concerns they may hesitate to share aloud.
Setup
A decorated, secure box placed in each classroom.
Frequency
Teachers check the box once a week.
Use
Students can drop anonymous or named notes with suggestions, complaints, questions, or reflections.
Action
Teachers acknowledge, and address themes raised during QCT or individual follow-up.
Monitoring
Class teachers and student monitors ensure the box is accessible, regularly used and not damaged or opened by the students.
1.3.2. Think Book
Objective
To allow students to journal their thoughts, feelings, or reflections at their own pace.
Usage
Promote the use of the think book among primary students and encourage its use in middle and high school without making it mandatory. Students will be given a space to share their reflections during QCT Class.
Privacy
Voluntary sharing by the students or opportunity to read for the teacher only if the student consents.
Monitoring
Class teachers and Co class Teachers will encourage the use and maintenance of Think Book and treat them as a tool for emotional development, not academic evaluation.
2. Golden Rules to be followed by all the students
2.1. Behaviour that is expected by all the students in different school spaces
2.1.1. Behaviour in the Classroom
All students will follow the Golden Rules in the classroom by:
 forming inclusive and respectful peer relationships, without creating exclusive groups (cliques) based on language, religion, background, or personal preferences
 using respectful and appropriate language while speaking with classmates and teachers
 responding to instructions calmly, respectfully, and with a positive attitude
 completing and submitting class assignments/projects/homework on time, without needing repeated reminders
 In cases of exceptional circumstances (e.g., family emergencies, health issues), students should communicate with the instructor as early as possible to request an extension or alternate arrangements.
 taking care of school property including books, furniture, and classroom walls/desks
 treating all peers equally, without making hurtful comments and jokes related to gender, religion, physical appearance, learning abilities, or family background.
 In the event of a mistake, demonstrate accountability by acknowledging it and making appropriate amends.
 owning up to mistakes, if any, and learning from them
2.1.2. Behaviour in the Playground and during PE period
All students will follow the Golden Rules during play and PT by:
 encouraging fair play and treating all teammates respectfully
 avoiding teasing or making fun of peers based on their physical appearance, names, or sports abilities
 handling any conflict or disagreement in a calm and non-aggressive manner
 using play equipment with care, and returning it properly after use
 ensuring that the ground remains litter-free by disposing trash responsibly
 ensuring that all peers are given an equal opportunity to participate in games
2.1.3. Behaviour during Lunchtime and in the Cafeteria
All students will follow the Golden Rules during lunchtime by:
 speaking in low, polite tones while eating, avoiding loud shouting or screaming
 being respectful and courteous to peers and cafeteria staff
 patiently waiting in line without pushing or grabbing food
 sitting calmly while eating and refraining from playing, running, or throwing food in the cafeteria
 avoiding food wastage and cleaning up their area after finishing lunch
 showing kindness to peers and ensuring everyone feels included during mealtime
2.1.4. Behaviour during Assembly
All students will follow the Golden Rules during assembly by:
 arriving on time and lining up quietly and in an orderly manner
 maintaining silence and listening attentively without whispering or talking
 standing respectfully and participating during the national anthem and other presentations
 showing appreciation and respect for the speakers, performers, and event organizers
 following instructions from teachers and student leaders promptly and respectfully
2.1.5. Maintenance and Cleanliness of the Washrooms and Toilets
All students will follow the Golden Rules in the washroom area by:
 Seek permission and use the restroom pass during class hours
 Call for attention or help if you notice anything unusual
 Report any form of inappropriate or threatening behaviour immediately to a staff member
 respecting shared spaces by not scribbling on walls or damaging fittings
 flushing after use and ensuring all waste goes into the bins provided
 using water and soap responsibly, without wastage
 turning off taps after use to prevent spills and slippery floors
 leaving the washroom clean and ready for the next user
 Respecting privacy by not infringing on others’ personal space, recognizing that the washroom is a private and sensitive environment.
2.1.6 Behaviour Expectations in School Transport (Bus)
The school transport is an extension of the school environment, and behaviour on the bus should reflect the same respect, responsibility, and safety expectations.
 Always follow instructions of the bus in charge / driver.
 Remain seated during the journey unless permitted otherwise.
 Speak politely and maintain a low voice to avoid distracting the driver.
 Keep the bus clean and do not damage property.
 No pushing, fighting, shouting, or inappropriate behaviour.
 Be respectful to fellow passengers, drivers, and attendants.
2.2. How do we ensure the above is being implemented and monitored as required?
To ensure consistent adherence to the Golden Rules, the following measures are in place:
 Staff Vigilance: Teachers and support staff actively observe student behaviour across all school spaces.
 Behaviour Tracker: Each class maintains a behaviour tracker to record positive conduct and repeated concerns. Goals are set for improving behaviour and making positive choices.
 The behaviour chart will be reviewed on regular interval by class and co class teachers to track the progress. Both individual students and the whole class can earn rewards based on their set goals.
 Incident Reporting: Rule violations are promptly reported to the class teacher or grade coordinator.
 Regular Reinforcement:
o Discussions during Quality Circle Time (QCT), assemblies, and teacher talk
o Visual reminders (posters, charts) displayed in classrooms and common areas
 Student Involvement: Student Council (on a rotational basis) will be assigned to maintain discipline and cleanliness in classrooms, corridors, washrooms, and playgrounds.
 Student council (e.g., discipline, cleanliness, community outreach) will help oversee responsibilities across key school areas.
 Positive Reinforcement: Good behaviour is celebrated through acknowledgements, praise in class, and rewards during assemblies.
 Follow-Up & Guidance: Students showing consistent misconduct receive individual guidance from class teachers, or the school counsellor.
2.3. Behaviour that is unacceptable and sanctionable:
Breaking the Golden Rules in ways mentioned below or any other way is unacceptable and on repeated occurrences could be sanctionable
2.4. Unacceptable Behaviour in the Classroom
 Forming exclusive groups (groupism) that isolate or exclude others
 Using abusive or inappropriate language toward classmates or teachers
 Disrespectful behaviour such as arguing, mocking, rolling eyes, or sarcastic remarks
 Repeatedly failing to submit assignments, projects or homework despite reminders
 Deliberate damage to school property (e.g., desks, furniture, books)
 Physically hurting classmates (pushing, hitting, etc.)
 Discriminatory behaviour or comments based on identity, background, or ability
2.5. Unacceptable Behaviour in the Playground and during PT
 Teasing or mocking peers during games
 Excluding others from games or teams deliberately
 Physically aggressive acts like hitting, kicking, or pushing
 Using abusive language during play
 Littering the ground or mishandling sports equipment
 Breaking or damaging PT equipment through carelessness or intentional rough use
2.6. Unacceptable Behaviour during Lunchtime
 Talking loudly or shouting in the cafeteria
 Running in the corridor and classroom, throwing food, or engaging in games while eating
 Being impolite or disrespectful to peers or cafeteria staff
 Not waiting in line or grabbing food
 Wasting food or leaving the area untidy
2.7 Unacceptable Behaviour in the Toilet/Washrooms
 Leaving taps running or causing water to overflow
 Not flushing or leaving the toilet in an unclean state
 Scribbling on walls or damaging bathroom fixtures
 Throwing litter on the floor instead of using the bins
 Using the washroom space to loiter or disturb others
 Not respecting privacy and personal space in shared washroom areas
2.8 Unacceptable Behaviour in School Transport
 Not following instructions of the driver or bus attendant
 Standing or moving while the bus is in motion
 Pushing, hitting, or bullying other students
 Using abusive or disrespectful language
 Throwing objects inside or out of the bus
 Damaging or defacing bus seats, windows, or equipment
 Eating or littering in the bus
 Unnecessary shouting or disruptive noise that may distract the driver
 Inappropriate physical contact
 Tampering with emergency exits or equipment
2.9 Consequences of Misconduct
 Verbal warning and counselling by the class teacher or grade coordinator.
 Informing parents and recording the incident.
 Temporary or permanent suspension from school transport (based on severity).
 Behaviour reflection form or restorative conversation.
3. Rewards & Sanctions for all the students:
Guiding Principles
The purpose of rewards and sanctions is to reinforce positive behaviour and deter inappropriate conduct, while ensuring a warm, respectful, and emotionally safe environment for every learner. Discipline at Oasis is affirmative, restorative, and consistent, not punitive.
All teachers and staff will:
 Focus on behaviour, not the individual.
 Respond with rewards or consequences in a timely and consistent manner, following careful evaluation of the behaviour and its context.
 Use warm, respectful language to affirm positive choices and guide better decision-making.
 Provide opportunities for behaviour reflection, repair, and change.
 Encourage student participation in creating a positive school culture.
3.1. Behaviours That Will Be Rewarded
Students will be rewarded for consistently demonstrating:
 Kindness and cooperation with peers and staff.
 Personal responsibility (timely submissions, punctuality, neat grooming).
 Leadership in school or community-based initiatives.
 Respect for school property and others’ belongings.
 Excellent attendance and participation.
 Consistently demonstrates honesty, courtesy, and inclusivity.
 Conflict resolution using positive corrective practices.
 Adherence to Golden Rules.
Level 1: Immediate and Informal Rewards
Level 2: Short-Term and Visible Rewards
Level 3: Public Recognition and Responsibility
For quick, in-the-moment positive reinforcement of expected behaviours.
For noticeable effort, improvement, or consistent good behaviour over time.
For exceptional or role-model-level behaviour, responsibility, or achievement.
Grade Band and Rewardable Actions
Grades 1–4
• Sharing with a classmate
• Lining up quietly
• Using polite words (please, sorry)
• Completing work neatly
Grade Band and Rewardable Actions
Grades 1–4
• Significant improvement in handwriting or reading
• Manages emotions during disagreements (e.g., uses words instead of shouting)
Grade Band Rewardable Actions
Grades 1–4
• Role-modelling school values (honesty, respect)
• Handling a class responsibility with care (e.g., diary monitor)
• Participating in class discussions
• Helping a peer clean up
• Recognises and expresses feelings appropriately (e.g., saying ‘I’m upset’ calmly)
• Following classroom routines all week
• Positive behaviour in transitions (e.g., assembly, PE)
• Thoughtful participation in group work
• Consistent digital etiquette (during online work or submissions)
• Taking initiative to include lonely classmates and offer support to those who may be struggling
• Representing the class in a school event
• Maintains a consistently helpful, attentive, and respectful attitude throughout the week.
Grades 5–8
• Staying focused during a full lesson
• Demonstrates courteous communication with others
• Consistently brings required materials
• Asking thoughtful questions
• Helping organise classroom items
• Showing kindness to a new student
Grades 5–8
• Showing responsibility (e.g., keeping a subject file organized)
• Leading a group project effectively
• Demonstrates emotional regulation during challenging situations (e.g., accepts feedback calmly)
• Manages frustration appropriately without disrupting others
• Following all class rules for a week
• Volunteering for extra duties without being asked
• Consistent digital etiquette (during online work or submissions)
Grades 5–8
• Organizing a class/school event successfully
• Leading conflict resolution among peers
• Representing the school externally (sports, quiz, art)
• Being trusted with a leadership task (classroom tech, assembly duty)
• Creating a positive classroom culture
Grades 9–12
• Consistently submitting homework on time
• Displaying initiative (e.g., setting up the projector)
• Helping maintain classroom cleanliness
• Communicates viewpoints thoughtfully and listens to others
• Offering support to a struggling peer
Grades 9–12
• Balancing academics and co-curricular activities well
• Demonstrates resilience and emotional self-regulation under academic or social pressure.
• Practices mindfulness or calm-down strategies when overwhelmed
• Thoughtful peer feedback during group tasks
Grades 9–12
• Consistent leadership in multiple areas (academics, events, discipline)
• Organizing awareness drives, community work, or peer tutoring sessions
• Demonstrating integrity in difficult situations
• Serving as a mentor or buddy to junior students
• Consistent punctuality
• Mentoring juniors informally
• Consistent digital etiquette (during online work or submissions
• Leading a student club or initiative responsibly
3.2. Nature of Rewarding
Reward System
The Golden Ticket Reward System is a structured and student-informed approach to recognizing positive behaviour across school spaces. This system operates through a tiered reward mechanism and aims to reinforce the consistent demonstration of the Golden Rules.
Reward Process
 Awarding Golden Tickets
a. Any teacher (Class, Co-Class, Subject) can award a Golden Ticket based on specific, clearly communicated behaviour criteria.
b. Class-specific targets are not fixed and will be set monthly by Grade Coordinators.
c. Tickets can be awarded for behaviours such as helping a peer, showing respect, honesty, responsibility, or other values aligned with the Golden Rules.
d. Teachers fill out the Golden Ticket Slip and submit it to the Class or Co-Class Teacher.
 Tracking
e. Each ticket is logged in the Behaviour Tracker by the Class or Co-Class Teacher.
f. If a Golden Ticket is awarded to a whole class, it will count as one (1) ticket only, not one per student.
 Recognition and Rewards
g. Level-Based Rewards are distributed according to the Reward Menu co-created with students.
h. Grade Coordinators tally the tickets fortnightly and announce rewards accordingly.
i. Golden Time and other privileges are awarded based on the monthly targets set for that class.
j. At the end of the month, the grade with the highest number of tickets receives the Golden Trophy.
 Visibility and Celebration
k. Golden Rules Champions (top 2–3 students per grade) are displayed on the Wall of Fame.
l. Results and achievements are shared in monthly assemblies.
Additional Positive Recognition
Apart from the Golden Ticket Reward System, the school also recognizes individual acts of positive behaviour through Certificates of Appreciation, awarded during assemblies. These may be based on teachers’ nominations and are independent of the ticketing system. This ensures that multiple forms recognition of are available to encourage a range of positive behaviours and contributions.
Group 1: Grades 1–4 – Nurturing Foundations
Nature of Rewarding
Group 2: Grades 5–8 – Building Responsibility
Nature of Rewarding
Group 3: Grades 9–12 – Developing Accountability
Nature of Rewarding
• Positive Contribution Notes (stickers, stamps in diaries, “Caught Being Kind” cards)
• House/team points for teamwork, helpfulness, or responsibility
• “Star of the Week” certificates
• Golden Time (free play, story time, creative art)
• Positive calls/messages home
• Recognition in morning assembly
• Display on “Golden Rule Wall” in class
• Positive Contribution Notes for showing initiative, kindness, or leadership
• Certificate of Consistent Effort or Integrity
• Leadership roles: line leader, campaign head, buddy mentor
• Announcements in school newsletter, assembly
• Invitation to Student Voice Circle
• House/team credit for contributions to school/community
• Featured on class/grade “Wall of Positivity”
• Positive Contribution Notes for modelling school values
• Badges of Honour for empathy, innovation, service
• Public commendation in newsletter or assemblies
• Opportunities to represent school externally
• Access to privileges (e.g., early leave for leadership meetings, club roles)
• “Peer Impact Leader” roles for consistent role models
• “Oasis Luminary” monthly feature (school’s digital wall of honour)
3.3. Behaviours that will be sanctioned
Sanctionable behaviours are actions that consistently challenge the ethos of the school and impede creation of safe and sensitive environment for all members of the school community.
 Repeatedly being disruptive, disrespectful, or dishonest.
 Using abusive language or causing physical harm.
 Vandalism or misuse of school property.
 Bullying (verbal, physical, cyber, or social).
 Possession or use of banned substances or devices without permission
o Any device that is confiscated will be kept safely and will be returned at the end of the academic year to the parents.
 Academic dishonesty or cheating.
 Skipping class, late arrivals without valid reason, or leaving school without permission.
 Zero tolerance behaviours (e.g., drug use, sexual harassment, cyberbullying, stealing exam or test papers)- Although the school would not like to take a strict or a harsh stance on routine misbehaviours, there are some behaviours that the school will not tolerate in the interest safety of all its members. The school will resort to ‘Red Card’ provisions which are described below:
Stage 1: Mild Infractions
Minor disruptions or low-level misbehaviour that can be addressed with immediate correction.
Stage 2: Repeated Infractions
Patterns of misbehaviour or moderate rule violations.
Stage 3: Persistent/Severe Infractions
Frequent misconduct, continued non-compliance, or affecting learning environment seriously.
Grade Band Examples of Sanctionable Behaviours
Grade Band Examples of Sanctionable Behaviours
Grade Band Examples of Sanctionable Behaviours
Grades 1–4
• Talking out of turn repeatedly
• Not listening during instructions
• Wandering around the class
• Tattling or teasing playfully
• Mild refusal to follow instructions
• Carelessness with materials (e.g., tearing paper)
Grades 1–4
• Repeating same behaviour after reminders
• Leaving seat and disturbing others persistently
• Ignoring teacher instructions after multiple prompts
• Excluding peers on purpose during group activities
• Frequent shouting out or complaining
Grades 1–4
• Deliberate refusal to work
• Continuous disruption of class despite interventions
• Aggressive behaviour (throwing, pushing, yelling)
• Multiple yellow cards accumulated
• Ignoring boundaries repeatedly (physical/verbal)
 Academic dishonesty (copying, cheating)
Grades 5–8
• Side conversations during lessons
• Occasional incomplete homework
• Ignoring minor class rules (e.g., dress code, desk organization)
• Interrupting others while speaking
• Mild eye-rolling or sarcasm
• Distracting behaviour during quiet tasks
Grades 5–8
• Disrespect toward peer or staff (verbal)
• Multiple missed homework or late submissions
• Rough play or minor physical altercations
• Withholding cooperation during group tasks
• Throwing objects, intentionally disturbing others
Grades 5–8
• Truancy or skipping classes
• Deliberately damaging school or peer property
• Bullying (verbal or exclusionary)
• Regular submission issues (assignments, notes)
• Showing defiance toward adults
 Academic dishonesty (copying, cheating)
Grades 9–12
• Use of phone/device without permission (As&Alevels)
Grades 9–12
• Repeated tardiness to class
• Consistently ignoring deadlines
Grades 9–12
• Academic dishonesty (copying, cheating)
• Disengagement from lessons without disruption
• Mildly disrespectful tone
• Late arrival to class (occasionally)
• Failure to bring materials repeatedly
• Passing notes or chatting mid-discussion
• Argumentative or passive-aggressive behaviour
• Mocking or isolating peers
• Repeated misuse of school property
• Disrupting class discussions deliberately
• Encouraging peers to skip classes
• Repeated inappropriate digital behaviour
• Ignoring multiple academic warnings
• Misuse of leadership roles
• Repeated insubordination
 Forging signatures
 Use of phone/device (Grade 9&10)
3.4. Nature of Sanctioning
A consistent, staged approach will be adopted:
Stage 1: Mild Infractions
 Gentle reminders or verbal correction. (3 warnings)
 Restorative conversations and reflection time (Think Box)
 Time-out or temporary removal from activity.
Stage 2: Repeated Infractions
 Withholding privileges (e.g., Golden Time, playtime).
 Detention during break or after school (informed in advance).
 Completion of restorative tasks (e.g., cleaning, apology letters).
 Yellow Card (for rule violation): 2 yellow cards = parental notification.
Stage 3: Persistent Infractions
Red Card:
 1st: Removal from co-curricular activities (sports, PE & CCA) for 1 month; library-based supervised learning.
 2nd: Suspension from events and 5–6 day in-school suspension.
 3rd: Suspension/expulsion at the discretion of the SASS Positive behaviour management Committee (PBM) and Deputy Principal. Suspension from activities /events both internal or external and 5-6 working days out of school suspension.
Note: 3 Green Cards can offset 1 Red Card.
Stage 4: Zero Tolerance Breaches
 The student will remain at home until a decision is taken.
 The incident must be reported immediately to the highest authority.
 A decision regarding the breach will be made within 24 working hours.
Group 1: Grades 1–4 – Nurturing Foundations
Nature of Reflective Consequences
Group 2: Grades 5–8 – Building Responsibility
Nature of Reflective Consequences
Group 3: Grades 9–12 – Developing Accountability
• Guidance Reminder Notes: gentle correction, time-in with teacher
• Think Box/Think Book reflection
• Loss of Golden Time or preferred activity
• Restorative conversations (“How can we make it right?”)
• Visual behaviour charts (e.g., traffic light system)
• Simple apology letters or repair acts (e.g., helping clean)
• Support Signal Notice after 2 reminders for patterns of behaviour
• Restorative Action Plan only for major safety-related issues (e.g., hitting, bullying)
• Guidance Reminder Note: for one-time incidents (talking out of turn, late submission)
• Think Book reflection task and class teacher discussion
• Support Signal Notice for ongoing issues (lateness, minor disruptions, refusal to complete tasks)
• Temporary withdrawal from activities (sports, clubs) with restorative task
• Parent communication after 2 support notices
• Restorative Action Plan (e.g., structured service task + reflection log) for sustained negative behaviour or one-off serious misconduct
• Opportunities to restore through positive peer mentoring or classroom jobs
• “Oasis Luminary” monthly feature (school’s digital wall of honour)
Nature of Reflective Consequences
• Guidance Reminder Note: for minor infractions (lateness, uniform, passive behaviour)
• Written reflection + student-teacher action plan
• Support Signal Notice for academic disengagement, peer conflict, poor digital citizenship
• Temporary withdrawal from special roles or privileges (e.g., CCA, event participation)
• Mentor check-ins and weekly behaviour self-monitoring
• Restorative Action Plan for more serious actions:
o Peer impact task (awareness video/poster, circle facilitation)
o In-school supervised learning period
o Parent-school-student restorative conference
• In serious or repeated breaches: Behaviour Review Panel + leadership meeting to determine way forward
Cross-Group Restorative Opportunity
• 3 Positive Contribution Notes can offset 1 Restorative Action Plan
• Students may earn the right to rejoin activities through participation in mentoring, service, or awareness projects
• “Reflection to Reconnection” forms guide every student in mapping their improvement
Reporting Mechanism for Behaviour Concerns (Including Bus Behaviour)
1. Initial Reporting
a. Class Teachers, Subject Teachers, or Bus in charge must report any significant or repeated behavioural concerns to the Grade Coordinator or Transport Coordinator (in the case of bus incidents).
b. Minor concerns may first be addressed with a restorative conversation or reminder by the reporting adult.
2. Documentation
a. A Behaviour Log must be maintained for repeated or serious concerns, including:
i. Date and time
ii. Student(s) involved
iii. Nature of the behaviour
iv. Immediate response or consequence
v. Any follow-up required
3. Escalation
a. If concerns persist or escalate, or in cases of severe misconduct, the matter should be escalated to the Deputy Principal for further action and parental communication.
b. Patterns of behaviour should be shared with the PBM Committee, who will work with the respective stakeholders on intervention strategies.
4. Communication with Parents
a. Parents should be informed and involved in cases of moderate to serious concerns, and especially if patterns of behaviour emerge.
5. Follow-Up & Monitoring
a. Student behaviour should be monitored post-incident, and positive reinforcement used to encourage improvement.
b. Where necessary, restorative conversations, written reflections, or goal-setting meetings may be facilitated.
C. Being Safe and Sensitive to Parents and other Visitors
Oasis International School recognises the importance of building strong, respectful, and inclusive relationships with parents and visitors. We aim to create a transparent, welcoming environment where all visitors feel safe, heard, and respected.
To ensure this, the school will:
 Conduct Parent Orientations at the beginning of the academic year to explain the school’s discipline framework, academic expectations, and support systems.
 Organize regular Parent-Teacher Meetings (PTMs) at the end of each term and provide structured feedback on academic and behavioural progress.
 Send timely updates to parents regarding school activities, schedule changes, or policy updates through emails, circulars, or official communication apps.
 Facilitate open lines of communication via email, phone, or messaging platforms. Response time to parent queries will be within 48-72 hours on working days.
 Provide a comfortable meeting space for parent interactions with teachers, coordinators, or school leaders to ensure privacy and focus.
 Schedule “Parent Interaction Days” where parents may visit with prior appointments to discuss academic or behavioural concerns.
 Install a Parent “Suggestion box” in the reception area for parents to record feedback or concerns.
 Deputy Principals will be responsible for managing incoming parent concerns and ensuring they are responded to appropriately.
 Provide emotional support to parents, especially in cases involving significant student behavioural or emotional concerns, through school counsellors.
 Ensure all visitors to campus sign in at the gate and are issued a visitor badge. Unauthorized access to learning spaces is not permitted.
 Display guidelines for visitor conduct prominently at entry points to reinforce respectful interactions and school norms.
D. Communication, Implementation and Review of the Behaviour Policy
For a discipline policy to be effective, it must be clearly communicated, consistently implemented, and periodically reviewed with community input.
1. Communication of the Policy
 The Deputy Principals will introduce the policy at the beginning of each academic year to all teaching and non-teaching staff.
 Class teachers will orient students to age-appropriate behavioural expectations at the start of the academic year and revisit term wise.
 Student responsibilities will be printed displayed in the classrooms and discussed during homeroom/QCT sessions.
 The full policy document will be shared with parents digitally and relevant sections included in orientation materials.
 The support staff will receive an annual briefing (translated if needed) to understand their role in student discipline and their own expected conduct.
 New staff and newly admitted students will undergo an induction session covering behaviour and discipline expectations by Grade coordinators.
2. Implementation and Monitoring
 Each grade will have Grade Coordinator to support teachers in upholding the policy.
 A central digital tracker will be maintained for discipline cards, rewards, and behaviour flags to ensure consistency and transparency.
 Teachers will use weekly behaviour check-ins (such as circle time reflections or logs) to spot patterns and support early interventions.
 Classroom behaviour charts will be used to encourage and visually reinforce positive behaviours.
 A system of student council &class monitors may be used to promote cleanliness, discipline, and safety during breaks and transitions.
3. Review and Revisions
 The Behaviour Policy will be reviewed annually in April/May by a review committee that includes the Deputy Principal, SASS Committee POC’S, PBM and student representatives.
 Feedback will be collected through digital surveys from students and staff mid-year and at the end of the year.
 Recommendations and trends will be presented in a review meeting, and revisions will be communicated before the new academic year begins by core committee.
 Updated versions will be dated and version-controlled to track policy evolution.
 Suggestions from stakeholders will be stored in a Behaviour Policy Feedback Log and considered during reviews.
Core Group: Deputy Principal, SASS Committee POC’S, PBM and student representatives.