1. Islamic Educational Philosophy
At Taqwa Institute, behaviour is understood as a core outcome of education. The Islamic educational tradition views learning as a process of nurturing (tarbiyah) — cultivating faith (īmān), noble character (akhlāq) and correct conduct (adab). Discipline is corrective, instructional and restorative. Its purpose is to help children recognise right from wrong and develop self-regulation.
2. Expectations by Age
Ages 4–7 (Early Years / Lower Primary) Close supervision, repetition, reassurance and positive reinforcement. Behaviour is shaped through modelling, routine and praise.
Ages 8–11 (Upper Primary) Clear expectations, reflection and growing accountability. Children are supported to develop responsibility and care for others.
Ages 12–16 (Secondary / Youth) High expectations of maturity, leadership and responsibility. Older pupils are expected to model good conduct for younger children.
3. Rewards & Recognition
Taqwa Institute places strong emphasis on recognising and reinforcing positive behaviour. Our rewards system is built around four pillars: digital tracking, tiered age-appropriate rewards, celebration assemblies, and home-school communication.
Class Dojo — Positive Points
Taqwa Institute uses Class Dojo as its primary platform for recognising and recording positive behaviour in real time. Staff award positive points to pupils for demonstrating good conduct, effort, kindness, focus and Islamic values such as adab and akhlaq. Points are visible to pupils and parents/carers through the Class Dojo app, creating a live and transparent link between school and home.
Tiered Reward System (Age-Appropriate)
- Ages 4–7 (Early Years / Lower Primary): Stickers, praise stamps, star of the session, and small tangible rewards. Emphasis on immediate, frequent positive reinforcement.
- Ages 8–11 (Upper Primary): Class Dojo milestones, certificates, merit badges, and privileges such as choosing an activity or a special role in class.
- Ages 12–16 (Secondary / Youth): Class Dojo achievements, leadership recognition, responsibility roles, and character commendations. Emphasis on intrinsic motivation and peer recognition.
Monthly Award Assemblies
Every month, Taqwa Institute holds a whole-school award assembly to publicly celebrate pupils who have demonstrated outstanding behaviour, effort, improvement or contribution to the community. Awards include:
- Star of the Month (per class/age group)
- Most Improved award
- Character award (reflecting Islamic values: honesty, kindness, responsibility)
- Attendance and punctuality recognition
Reward Trips & Parties
Pupils who accumulate sufficient Class Dojo points and meet behavioural expectations are rewarded with:
- Reward trips to local attractions or activity venues
- End-of-term or end-of-year celebration parties
- Special events and treats for top-performing groups or classes
Criteria are communicated clearly in advance so all pupils understand what is required.
Postcards Home
Staff send personalised postcards home to celebrate individual pupils for exceptional effort, behaviour, improvement or acts of kindness. Postcards may be sent at any time, not only at the end of term.
All positive behaviour records are maintained on Class Dojo and the school management system, giving parents/carers ongoing visibility of their child's progress.
4. Corrective Measures — The Taqwa Three-Tier Framework
Taqwa Institute uses a clear, consistent and graduated three-tier framework for addressing behaviour that falls below expected standards. All corrective measures are delivered calmly, proportionately and with dignity. The aim is always correction and growth, not punishment.
Tier 1 (T1) — Verbal Warning
The first response to unacceptable behaviour is a calm, clear verbal warning issued by the class teacher or supervising adult. The member of staff names the behaviour, explains why it is unacceptable, and states what is expected. T1 is private where possible, preserving the pupil's dignity. A T1 is recorded on the school management system.
Tier 2 (T2) — Reflection Time
Where behaviour continues or is repeated following a T1, the pupil is given structured reflection time. This may involve the pupil being temporarily removed from the learning environment to a designated space. During reflection time, the pupil is expected to consider the impact of their behaviour and what they will do differently. A T2 is recorded on the school management system and parents/carers are informed.
Tier 3 (T3) — Conflict Resolution and/or Parental Contact / Formal Meeting
Where behaviour persists or is serious enough to warrant escalation beyond T2, a T3 response is initiated. This involves one or both of the following:
- Conflict resolution with a designated mentor from the Senior Leadership Team (SLT). The SLT mentor works with the pupil to identify the root cause of the behaviour, repair any relationships affected, and agree a clear plan for improvement.
- Parental contact and/or a formal behaviour meeting. Parents/carers are contacted and, where necessary, invited to a formal meeting with SLT. A written record of the meeting, agreed actions and review date is provided to all parties.
A T3 is documented in full on the school management system. Where a T3 does not result in sufficient improvement, the matter is escalated to the Principal and Trustees, who may consider further measures including a fixed-term exclusion. Exclusion is a last resort and requires Trustee oversight.
Any behaviour raising safeguarding concerns bypasses the tiered framework and is managed immediately under the Safeguarding Policy.
5. Mobile Phone Policy
Pupils must not bring or use mobile phones or personal electronic devices during Taqwa sessions or on trips. Any device found to be in use will be confiscated until collected by a parent/carer. Exemptions require written SLT authorisation.
6. Responsibilities
Pupils must behave in a manner reflecting faith awareness (īmān), good character (akhlāq) and respectful conduct (adab).
Parents and carers must reinforce these values at home and engage constructively with the school.
Teachers and staff must create a calm, respectful environment and apply expectations consistently.
Senior Leadership Team provides strategic oversight and leads responses to serious or persistent concerns.
7. Policy Review
Reviewed annually by the Principal and Trustees.
Next review: Academic Year 2026–2027
Taqwa Institute | Crossbank Street, Oldham, OL8 1HE | Charity No: 1131176 office@taqwainstitute.org | 0161 633 3626 | www.taqwainstitute.org