235a Romford Road | Forest Gate | London E7 9HL

T: 020 8555 5959 | F: 020 8534 5959 | E: girls.school@azharacademy.org W: www.aags.org.uk

EXECUTIVE HEAD TEACHER: MRS R. ADAM DEPUTY HEADTEACHER: MISS F. ASLAM STUDENT MENTOR: APA A. KHAN HEAD OF AALIMAH/ISLAMIC/HIFZ STUDIES: APA R. MASTER

2018 – 2019

CONTENTS MISSION STATEMENT

INTRODUCTION

SCHOOL CURRICULUM

ISLAMIC STUDIES, AALIMAH STUDIES & HIFZ-UL-QUR’AN COURSE

STUDENT PROGRESSION WITHIN THE SCHOOL

SCHOOL TIMES

ADMISSION POLICY

FEES

BOOKS, STATIONERY, SCHOOL PLANNER & ADDITIONAL PAYMENTS

UNIFORM

ATTENDANCE & PUNCTUALITY

MOBILE PHONES

HEALTHY EATING

REWARDING GOOD BEHAVIOUR

MERIT SYSTEM

BEHAVIOUR & DISCIPLINE

HOME-SCHOOL AGREEMENT

COMPLAINTS PROCEDURE

FURTHER LEARNING OPPORTUNITIES

As-Salaamu’alaikum wa Rahmatullaahi wa Barakaatuh

MISSION STATEMENT With sincerity and for the pleasure of Allaah, in collaboration with the parent community, our aim is to establish and promote a school that, under the broad framework of Islamic ethos and guidance, provides a broad and balanced education to our students, instils Islamic values in them, enriches the entire school community, promotes community cohesion and inspires an awareness of duty towards Allaah, His Noble Messenger (saw) and the entire humanity. INTRODUCTION At AAGS, we recognise that knowledge is inherently noble and, hence, gaining secular & Islamic knowledge goes hand in hand at our school. We have designed a school curriculum which provides a sound and comprehensive education for our students and aims to instil in them good moral conduct, sound comprehension of their faith and an unwavering commitment to succeed.

By providing a stimulating and holistic approach to learning, we are able to offer each student the opportunity to learn and achieve her true potential. We teach a wide range of subjects, both National Curriculum-based and Islamic, aimed to fully equip our students with the best knowledge, skills and understanding to participate positively in today’s challenging and diverse society. We expect our students to leave the school equipped with the correct tools for the next stage of their education with a confident, responsible and tolerant outlook on life. SCHOOL CURRICULUM

The school curriculum works as a medium to provide a sound and comprehensive education to our students. At AAGS, we believe that our curriculum should create a well-balanced opportunity for all aspects of personal development to flourish: linguistic and literary, mathematical, scientific, moral, physical, spiritual, creative, social and technological.

‘Through a sound education our children will learn and develop an understanding of their Deen ’.

In the classroom context, teachers will use methods informed by their skills-training and experiences that are most effective in bringing about a student’s highest potential. Each student will follow a curriculum which:

• is broad-based, balanced and designed to emphasise the relevance of the knowledge, skills and understanding, through learning programmes and experiences

• provides continuity of coherent learning experiences as well as progression through the year groups

• offers challenge leading to the highest standards of personal achievement, through recognition of individual needs according to ability and aptitude

Assess the progress and attainment of each student:

• to determine whether individual learning objectives have been achieved • to identify the individual student’s progress in different aspects of the curriculum • to inform the setting of further learning objectives • to inform students and parents about individual achievements • to enable the study of long-term trends in student performance

Records the progress and attainment of each student and reports to parents in a way that:

• demonstrates the outcomes of the National Curriculum and other accredited assessments • records experiences and achievements where relevant in all subjects

The subjects taught at Key Stage 3 and those offered at Key stage 4, in line with the National Curriculum are detailed in the table below.

Subjects (Year 7-11)

English (Language & Literature at KS4)

Mathematics

Computer Science

Science (Combined Science GCSE compulsory)

Triple Science (optional GCSE)

Art (optional GCSE)

French KS3 (optional GCSE)

Geography (optional GCSE)

History (optional GCSE)

Arabic

Religious Studies

Citizenship

Physical Education

L2L (KS3)

Through IPSHE (Islamic Personal and Social Health Education programme), students are actively prepared for the responsibilities of adult life, including those related to family life and the working environment, within a multi-cultural and increasingly technological society. This programme also aims to help students to become effective learners. Major themes of this programme include:

• self-awareness • developing good relationships and respecting the

differences between people • job opportunities and the world of work • economic and social understanding • health education

ISLAMIC STUDIES, AALIMAH STUDIES & HIFZ-UL-QUR’AN COURSE At AAGS, all students are offered the option of either studying the Aalimah Course, the Islamic Studies Course or Hifz-ul-Qur’an (Qur’an memorisation) Course. Choosing any one of the three is compulsory for all students. Tuition fees for these courses are currently included in the school fee. Islamic Studies: This curriculum covers instruction about the fundamentals of Islam as well as recitation of the Qur’an with Tajweed. It aims to equip students with the basic knowledge of Islamic faith and practice. Aalimah Studies: This course is taught over seven years and aims to equip students with a proper understanding of the various disciplines of traditional Islamic Sciences. Upon successful graduation from the course, students will have acquired an advanced level of proficiency in these disciplines and will be able to study any of them at a postgraduate level. They will also obtain a formal ijaza (authorisation) to teach these disciplines at the end of the programme. The Aalimah Course is delivered in English and runs for seven years (including at least two years post-GCSE in the evenings), subject to the students passing their annual exams in all subjects including National Curriculum subjects each year. If a student fails their end of year examinations by achieving less than 50% in two or more subjects, or by receiving an overall grade of less than 50%, they will not be allowed to repeat the year and will automatically be placed in Islamic Studies for the next academic year. Also, the school reserves the right to prevent students from continuing with Aalimah Studies if they are under-performing in their National Curriculum subjects, mainly English, Maths and Science. Hifz Studies: In this course, students commence memorisation of the Noble Qur’an with the aim of memorizing either the entire Qur’an or a pre-agreed number of chapters during the course of their enrolment at AAGS. Structured learning targets are set from the start to aid students towards achieving this goal. During a typical school day, students will recite their newly memorised lessons as well as two pre-agreed portions of revision to the teacher. COURSE TIMES Islamic Studies: Monday – Thursday 7:55am – 10:00am Aalimah course: Monday – Thursday 7:25am – 10:00am Hifz Course: Monday – Thursday 7:25am – 10:00am

Friday – 12:30pm – 3:00pm Islamic Studies, Aalimah Studies, or the Hifz Course are taught alongside the above National Curriculum-based subjects to students in all years. The subjects in each course are tabled below. ISLAMIC STUDIES SYLLABUS

Subject 1 Subject 2 Subject 3 Subject 4

Year 7 Qur’an recitation with Tajweed

Ta'leem-ul-Haq (Taharah/Salah)

Seerah (Iqra Series) The Messenger of Allaah SAW - Makkah Period

Tasheel-ul-Ahadeeth Part 5/6/7

AALIMAH STUDIES SYLLABUS

Subject 1 Subject 2 Subject 3 Subject 4 Subject 5 Subject

Year 1

Arabic Grammar

Arabic Grammar

Qasas an-Nabiyyeen (1)

Ta'leem-ul-Haq (Fiqh) (Taharah/Salah)

Noorani Qa'idah / Qur'an recitation with basic Tajweed

Year 2

Arabic Grammar

Arabic Grammar

Qasas an-Nabiyyeen (2)

Zaad at-Talibeen (Hadith)/Qur'an recitation & memorisation with Tajweed

Nur-ul-Idhaa (Fiqh) (Ibaadaat)

Tajweed- Qur'an recitation with basic Tajweed

Year 3

Arabic Grammar

Mukhtasar al-Qudoori (selected chapters)

Riyadh as-Saliheen Part 1 (Hadith)

Qur'an translation & basic Tafsir (Chapters 1-3)

Qasas-un-Nabiyyeen (4)/ Qur'an recitation & memorisation with Tajweed

Tajweed- Qur'an recitation with basic Tajweed

Year 4

Riyadh as-Saliheen Part 1 (Hadith)

Mukhtasar al-Qudoori (Fiqh) (selected chapters)

Qur'an translation & basic Tafsir (commentary) (Chapters 4-11)

Short Rasa'il in Usool al-Fiqh, Hadith and Tafsir by Maulana Akram Nadwi

Tajweed- Qur'an recitation with basic Tajweed

Year 5

at-Tajreed as-Sareeh

Hidayah (selected chapters)

Qur'an translation & basic Tafsir (Chapters 11-19)

Qasas an-Nabiyyeen (5) (Seerah) / Aqeedah Tahawiyyah

Tajweed- Qur'an recitation with basic Tajweed

Year 8 Qur’an recitation with Tajweed

Ta'leem-ul-Haq (Sawm/Zakah/Hajj)

Seerah (Iqra Series) The Messenger of Allaah SAW - Madinah Period

Islamic at-Tahdeeb wa ‘l-Akhlaq (Iqra Series)

Year 9 Qur’an recitation with Tajweed

Fiqh (Detailed Tahara & Ibadaat)

Khulafaa ar-Rashidun (Iqra Series)

Juz Amma

Year 10 Qur’an recitation with Tajweed

Fiqh (Introduction to Madhabs/Halal & Haram/Finance)

Stories of the Prophets AS (History)

Provisions for the Seekers (Memorisation of 40 Ahadeeth)

Year 11 Qur’an recitation with Tajweed

Fiqh (Nikah/Talaq)

Women around the MessengerSAW (History)

Provisions for the Seekers (Memorisation of 40 Ahadeeth)

CRITERIA FOR ENROLMENT

Students who wish to enrol for the Aalimah course are expected to be able to recite the Qur’an fluently as well as demonstrate a fundamental knowledge of Tajweed, such as Makharij, Mudud, Wuqoof, Qalqala & Gunnah rules.

For the final two years (years 6 & 7) of the Aalimah course, which is optional to complete and runs parallel to the students’ sixth form studies, students will attend in the evening from 5.00 pm to 8.15 pm Monday to Friday, as the advanced and intensive level of study requires greater commitment. Texts that are taught in these years are as follows:

Year 6 Year 7

Tafsir Jalalayn Sahih al-Bukhari

Muwatta Muhammad Mukhtasar Sahih Muslim

Hidayah (Selected chapters) Sunan Abu Dawood

Mishkat al-Masabih Ash-Shama’il al- Muhammadiyya

Laws of Inheritance Sunan al-Tirmidhi

Seerah (Qasas an-Nabiyyeen – 5)

HIFZ-UL-QUR’AN COURSE

CRITERIA FOR ENROLMENT

• Students who would wish to enrol for the Hifz Course will have to make a firm commitment for the entire period of course in order to meet their targets consistently. This will, InshaAllaah, enable the achievement of completing Hifz of the Noble Qur’an with ease and efficiency.

• Students will have to fulfil the Hifz Course entrance criteria, which consists of a written exam and an oral exam. Prospective students are expected to be able to recite the Qur’an fluently as well as demonstrate a fundamental knowledge of Tajweed, such as Makharij, Mudud, Wuqoof, Qalqala & Gunnah rules. They will also need to provide a reference letter from their previous/current Qur’an teacher/institute, who must affirm that the student is suitable for enrolment onto the Hifz Course.

• Finally, it is of extreme importance that both parents and the student have a clear understanding of the level of commitment and significant sacrifices that will be required in order to achieve this honour and privilege. Parents and students also need to understand that they will need to strike the right balance between the Hifz Course and the National Curriculum subjects so that their academic progress is not adversely affected due to undertaking the Hifz Course.

In order for a student to successfully complete the memorisation of the entire Qur’an, she will be expected to memorise the amounts stated in the chart below on daily basis throughout the Hifz period. These targets may be revised in consultation with the Head of Hifz Studies and the Hifz teacher for students who may not be able to complete the entire Qur’an.

HIFZ YEARLY LEARNING TARGETS CHART

15 Line Qur’an

Term 1 (73 days)

Term 2 (58 days)

Term 3 (58 days)

Total (189 days)

6 lines daily 1 ¾ Juz 1 ¼ Juz

1 ¼ Juz 4 ¼ Juz

10 lines daily 2 ½ Juz

2 Juz

2 Juz

6 ½ Juz

15 lines daily 3 ¼ Juz

3 Juz

3 Juz 9 ¼ Juz

13 Line Qur’an Term 1

(73 days) Term 2 (58 days)

Term 3 (58 days)

Total (189 days)

6 lines daily 1 ¼ Juz 1 Juz

1 Juz

3 ¼ Juz

10 lines daily 2 Juz

1 ½ Juz (1.59)

1 ½ Juz (1.59)

5 Juz

13 lines daily 2 ½ Juz

2 Juz

2 Juz 6 ½ Juz

Parents must understand that though they may choose an option from the available three options, the acceptance on the preferred option remains at the discretion of the Head of Islamic/Aalimah/Hifz

Studies, who reserves the right to withdraw a student from any programme in consultation with parents if she feels that adequate progress is not being made, as well as the Headteacher, if she feels that continuing with the preferred option is adversely affecting a student’s academic progress. Memorisation of certain Surahs and various Sunnah du’as/adhkaar has been incorporated in both the Aalimah and Islamic Studies syllabi. Students will be required to complete a minimum of one level of these Surahs and du’as/adhkaar in each academic year.

Students in all the above programmes will also be given a list of recommended reading titles, which the students will have to critically read independently. This is to broaden the academic & critical reading skills in the students. Though these readings will assume the form of an extra-curricular activity, students will be assessed in these texts. STUDENT PROGRESSION WITHIN THE SCHOOL ASSESSMENT

At AAGS, assessment is regarded as an integral part of the teaching and learning process. In addition it is related to the ethos of our school; we value each child and provide opportunities for all students to fulfil their true potential. For the school, formative and non-formative student assessments are a useful tool for finding out in a positive way what individual students know and understand. Formative assessment is an on-going process at AAGS. It is conducted both formally and informally. This assessment gives evidence of a student’s learning. Informal assessment happens on a daily basis, where response is usually immediate. It takes place when students are working in the classroom or on a one-to-one basis. Formal assessment is carried out every half term. This allows teachers to assess whether key learning aims & objectives have been met. The school maintains records of assessment to ensure the continuity of the curriculum as the student passes from year to year and to monitor how students are progressing within each subject area taking account of previous experiences, achievements and support given. This information is passed on every year through record folders, reports and verbal communication. At AAGS, we recognise that all children have gifts and talents and we aim to foster these using a variety of techniques so that each student is valued. LEARNING SUPPORT

At AAGS, we believe that students deserve an education that encourages and motivates them to achieve their best. The curriculum and organisation of the school therefore aims to allow each student to learn at a pace that is appropriate for them. Less able students are able to benefit from differentiated teaching activities, additional assistance from teachers or classroom volunteers and a home learning support club, which is open to all students. Opportunities are also offered to enable higher attaining students to maximize their achievements.

PARENTAL CONSULTATION SESSIONS

Each year group has a parental consultation evening twice a year minimum, where parents/guardians are given the opportunity to meet with their daughter’s subject teachers and discuss her progress. Appointments with Form Tutors or subject teachers may also be made throughout the year if there are concerns on the part of either the parent/guardians or the staff. CURRICULUM INFORMATION SESSIONS

Parents are encouraged to attend the curriculum information sessions arranged throughout the school year, where important updates regarding your daughter’s education will be shared.

PASTORAL EVENTS

Pastoral events are held regularly to inform parents/guardians about important dates and matters relating to the different needs and demands on the students as they progress through the years. Year 7 parents are invited to an additional pastoral event at the start of the year to ensure transition is completed smoothly. STUDENT’S REPORT

A written report is issued at least twice a year to parents/guardians and covers all the subjects taught. The written reports focus on the academic attainment and effort of individual students; it also allows parents to gain an insight on their daughter’s progression within the school. HOME LEARNING

At AAGS, we believe that home learning tasks are a necessary part of a student’s learning experience for the following reasons:

• They allow practice and consolidation of class learning. • They allow assessment of student’s progress. • They encourage students to develop good study habits and to plan as well as organise their

study time. • They provide opportunities for individualized learning. • They encourage ownership and responsibility for learning.

All students will receive home learning tasks in three subjects daily. Students are issued with student planners, in which all set work is recorded. Subject teachers and Form Tutors monitor the diaries carefully. Students who are absent when home learning tasks are set are expected to consult their peer’s student planner or ask the subject teacher so that they fulfill their home learning requirements immediately and do not fall behind the rest of the class. Home learning tasks are set according to the age and ability of the student. The type and length of the tasks vary according to the age and ability of the student and the subject, but at all times the home learning tasks form a coherent part of a particular subject. Home learning can take a variety of forms, including:

• learning/memorising • research assignments • practical assignments

ROLE OF PARENTS/GUARDIANS Parents/guardians are encouraged to discuss home learning tasks with their children and to help them plan its completion on time. They are also asked to sign the student planner once a week, and a space is provided for any comments that they wish to make. Wherever possible, parents/guardians are encouraged to provide a suitable space, away from any distraction, for their daughter to complete her home learning tasks. Parents/guardians may support what is being learnt by:

• testing their daughter’s knowledge in preparation for a test • checking home learning tasks for neatness of presentation • directing their child to suitable reference books or other information

• providing sufficient guidance if a student experiences genuine difficulty in completing her home learning tasks, to allow the child to solve the problem themselves, rather than giving her the direct answer

We also encourage and strongly recommend that students fulfil all their religious obligations at home e.g. Salah, modest clothing etc.

ENRICHMENT ACTIVITIES

At AAGS, we hold regular events in order to provide a range of activities for our students. In addition to that, at present, we are running the following enrichment activities:

ENRICHMENT ACTIVITIES

Book Club

Islamic Games Club

Nasheed Club

Science Documentary Club

Self-Development Club

Web Designing Club

Arabic Grammar Club

Crest Award Club

Fundraising Club

Duke of Edinburgh Scheme

Homework Club

ICT Homework Club

Statistic Club

Drama Club

Games Club

Hand Lettering Club

Study of Past and Present Club

English Intervention

Maths Intervention

Science Intervention

Arabic Intervention

SCHOOL TIMES

MONDAY - TUESDAY TIME EVENT DURATION

(MIN) 7:25/7:55* School bell/AM

Registration & P1

8:20/9:10* P2/P1* 55/75 9:10 P3/P2* 50 10:00 Assembly 15 10:15 Break 15 10:30 P4/Club 45 11:15 P5 55 12:10 P6 55 13:05 Prayer** 15 13:20 Lunch** 30 13:50 P7 55 14:45 P8 50 15:35 P9 50 16:25 End of school

WEDNESDAY 7:25/7:55* School bell/AM

Registration & P1

8:20/8:55* P2/P1* 55/60 8:55 P3/P2* 50 9:45 Surah Yaseen Recitation 20 10:05 Break 20 10:25 P4 45 11:10 P5 50 12:00 P6 55 12:55 Prayer** 15 13:10 Lunch** 30 13:40 P7 55 14:35 P8 55 15:30 P9 55 16:25 End of school

THURSDAY 7:25/7:55* School bell/AM

Registration & P1

8:20/9:10* P2/P1* 55/75 9:10 P3/P2* 50 10:00 Break 15 10:15 Form Time 45 11:00 P4 55 11:55 P5 60 12:55 Prayer** 15 13:10 Lunch** 30 13:40 P7 55 14:35 P8 55 15:30 P9 55 16:25 End of school

Parents/guardians are expected to drop off and collect students to and from the school in the interest of student safety. Students are expected to be punctual at all times as the school takes all lateness and unnecessary absence very seriously. ADMISSION POLICY

ADMISSION TO YEAR 7

The maximum number of girls that may be admitted into Year 7 at AAGS each year is 56. All students who apply will undergo an entrance exam in the following subjects:

• English • Mathematics • Islamic Studies

The exams are tailored to gauge not only subject knowledge, but also literacy/numeracy and key learning skills, at a level that can be reasonably expected from a Year 6 student. Some of the testing may be carried out using PCs in the ICT suite. Students whose entrance exam results show that they will benefit from an education at AAGS will then be invited to attend an interview with both of their parents/guardians before a space is finally offered to them. The school holds its main entrance examination once a year, usually in the spring term. However, if there are any spaces available after the first round of admissions is complete, it may hold another exam in the summer term at its discretion. Students who have been unsuccessful in their first opportunity may be allowed to try again in the second round at the school’s discretion. For further details regarding the dates and times for the entrance exams, please contact the school office.

If there is an oversubscription of eligible applicants after the completion of the admission process, spaces will be offered according to the following criteria: 1) The school will give preference to applicants who already have a sibling attending AAGS at the

time of entry and/or whose parent(s) or sibling is under the employment of Azhar Academy Trust. 2) The school will give preference to students who have gained the highest marks in their entrance

examinations. 3) The school will give preference to applicants from Muslim primary schools. 4) The school will give preference to applicants living closest to the school.

FRIDAY 7:25 School bell 5 7:30 P1 50 8:20 P2 50 9:10 P3 50 10:00 Break 10 10:10 P4 50 11:00 P5 50 11.50 Recitation/Duas – Main Hall 25 12:15 End of School

PROCEDURE Application forms are available from the school office or can be downloaded from the school website. Alternatively, the application form can also be obtained on AAGS Open Evenings, which are usually held in October/November. The completed forms, along with the current school reference form, should be handed or sent back to the school office along with a non-refundable entrance examination fee of £30. It is the responsibility of the student’s parents/guardians to ensure that the school has received all relevant admission documentation before the deadline for applications has passed. The school recommends that completed application and reference forms are either hand-delivered to the school office, or if sent by post, they are sent through recorded or special delivery. Parents/guardians who have sent the completed application and reference forms along with the fee to the school, but not have heard from the school by the application deadline must immediately contact the school to check that their forms and fee have arrived at the school and been processed for their child to be placed on the entrance exam register. The senior administrator will maintain a formal waiting list of applicants. Unsuccessful applicants are automatically placed on this formal list, unless they request to be removed from it. Parents/guardians are advised that a place at the school will only be offered to applicants who are on the formal waiting list as vacancies arise, but only after they have sat and passed the entrance examination relevant to the year group that they will be enrolled in; merely having passed the initial Year 7 examination will not suffice for mid-year enrolments in most cases. The waiting list will be ranked in descending order according to the published admissions criteria. All places are confirmed after a mutual agreement between the school, parents and students has been agreed upon and signed by all concerned parties, a copy of which can be obtained from the school office. ADMISSION TO OTHER YEAR GROUPS

Admission to Year 8 may be possible if spaces become available. Parents/guardians may submit an application for admission to these years to the school office, which will be added to the waiting list in order of receipt. Once a space becomes available, parents/guardians will be informed by the school office and must confirm whether or not they still require the space within 48 hours. If parents/guardians decline the offer or do not respond within 48 hours, the child’s name will be removed from the waiting list and an offer will be made to the next applicant. If they take up the offer, they will be required to obtain the student’s current academic, behaviour, attendance and punctuality report from their current school and submit to the school office. The Headteacher and Deputy Head will then examine the reports and the applicant may be required to sit an entrance examination. Students who are successful in this phase of the process will then be asked to attend an interview along with both their parents/guardians with a senior member of the school management. This interview is the same as the one described above for Year 7 applications.

FEES

The school fee for 2018/19 is £3,000 per annum, and is subject to change in future. This amount includes all tuition fees, including the Hifz/Aalimah/Islamic Studies course as well as Physical Education venue hire fees and the initial purchase of exercise books. It can be paid through a number of options listed below.

In addition to the above, a registration fee of £500 per child is payable to AZHAR ACADEMY, upon confirmation of place on the school’s roll and is non-refundable if the child remains for one term or its equivalent on the school’s register. In cases where a child is withdrawn from school after having accepted the place and having paid the registration fees and/or before the end of the first term or its equivalent, parents/guardians will only be entitled to a 50% refund (£250). For students already on the school’s roll, an annual re-registration fee of £100 is payable to AZHAR ACADEMY towards the end of each academic year (in June) to confirm their place on the school’s register for the following academic year. *Parents must ensure that pay by standing order/BACS must ensure that they obtain a copy of the standing order form from the school office by July and set up the payment with their bank sufficiently in advance to ensure that the first payment can be processed on the due date (first Monday of August). It is the parents’ responsibility to ensure that they have arranged with their bank to have the student’s full name and form group included as the payment reference to enable us to correctly assign payments to students. A copy of the completed standing order form must be handed to the school office for our records. It is the responsibility of parents who choose to pay their fees via BACS to notify the school when they make a payment along with the correct reference given, so that we can identify the payment and update our records accordingly. Failure to inform the office upon payment may result in you receiving a letter/email regarding non-payment of fees.

Option A FULL ANNUAL

PAYMENT £3000

Option B HALF YEARLY

FEES £1,500

Option C TERMLY FEES 3 payment of

£1000

Option D MONTHLY FEES

£300

Payable in July of the previous academic year

or September of the current year

Payable in July of the previous academic year and January of

the current academic year

Payable in July (£1000) of the

previous academic year and December

(£1000)and March (£1000) of the current academic year

10 instalments of £300 commencing from August

2018 until May 2019

Payable via standing order/BACS only. No

cash or cheque payments will be

accepted.

Payable via standing

order/BACS only. No cash

or cheque payments will be accepted.

Payable via standing

order/BACS only. No cash

or cheque payments will be accepted.

Payable via standing order/BACS only. No cash

or cheque payments will be accepted.

If paying either by standing order or BACS, it is the parents’/guardians’ responsibility to ensure that the payment reaches our account by the due date. Fees for September must be paid in July of the previous academic year, except for those parents/guardians who choose to pay by Option A, who may delay their payment until the end of the first week of September. BOOKS, STATIONERY, SCHOOL PLANNER & ADDITIONAL PAYMENTS Please note that students will be required to purchase their textbooks using the textbook list provided by the school. Details about textbook requirements will be shared with parents upon registration of their child. Please contact the school for further information. Additional testing and controlled assessment resources will have to be paid for by parents. Please be aware that additional costs vary for different year groups. Additionally, students may be required to purchase workbooks or Islamic/Aalimah Studies, which will then belong to the students. The school will provide a set of exercise books - one per subject - to each student in the beginning of each academic year. Students will be able to purchase additional exercise books from the school office throughout the year. All students are expected to bring appropriate stationery with them to school.

UNIFORM The regular AAGS school uniform is:

• navy blue abaya with embroidered school logo (to be purchased from the school- £20 each) • black scarf with school logo (£10 each) • navy blue/black full-length trousers • black low-heeled shoes • black/white socks • navy blue cardigan

Students are expected to wear this school uniform

on all educational trips.

The AAGS PE uniform is:

• navy blue loose full-length bottoms • white full-sleeved, knee-length top • black scarf with school logo • trainers • black/white socks

The AAGS Dress Code for a non-uniform day is as

follows:

• all garments must be formal and suitable to be worn in a formal public setting

• tops should be non-transparent, loose, full-sleeve and knee-length

• shoes should be low-heeled • denim is not to be worn on any account • jeggings/jeans/leggings are not allowed as an

outerwear

In addition to the above, bringing and/or wearing makeup and jewellery at AAGS is strictly prohibited at all times during the school year. ATTENDANCE & PUNCTUALITY AAGS takes the matter of poor attendance and punctuality very seriously. When a student arrives late, they miss out on essential instructions given at the beginning of the lesson/school day. This reduces their chances of academic success. Poor punctuality can also cause social disruption – children and young people may feel uncomfortable and embarrassed arriving to the classroom when everyone else is already settled. In fact, when one student arrives late, it disrupts the teacher and the rest of the class, compromising everyone’s learning. All students have an equal right and access to an education in accordance with the National Curriculum alongside the school’s Aalimah/Islamic Studies/Hifz syllabus. Hence, no student may be deprived of their educational opportunities by either their own absence or lateness or that of other students. All students are expected to maintain their attendance percentage above the minimum threshold of 95% and that of punctuality above the minimum threshold of 90% during the entire school year. We encourage good attendance/punctuality by consistent, clear communication with parents and students, informing them about the importance of regular attendance/punctuality, setting targets for improved attendance/punctuality and sharing these with Governors, parents and students, by accurately completing registers at the start of each session and by imposing reasonable sanctions aimed at desisting students from persistent absence and/or lateness.

HOLIDAY ABSENCE The school acknowledges that, from time to time, some parents will want to take their children out of school for holidays. However, it is equally important that children attend school regularly to achieve their full potential. Children who miss out on school can feel vulnerable and left behind. Family requested absence in term-time is very disruptive and can seriously affect the child’s education. On average, children who miss 17 or more days in a school year stand to lose one full grade in their GCSEs. Parents do not have the right to remove their children from school during term-time. By law, they are required to make an application to the school before taking their children out of school during term-time. It is at the Headteacher’s absolute discretion to authorise the request for term-time leave. The Headteacher will only authorise absence in term time when there are genuinely exceptional reasons for a child to miss school. Absence in term-time will not generally be authorised under the following circumstances:

• during national or school tests or examinations; • when a child’s attendance is below 95% and punctuality level below 90%; • if the child has been suspended, is on report or on probation following a behaviour-related

problem; • during the month of September; and • for more than 10 days during term-time in any school year

Absence in term-time will only be authorised if parents or guardians make a request to the school sufficiently in advance by filling out the relevant form and can sufficiently demonstrate that there are genuinely exceptional reasons why the absence has to be during term-time. Parents are advised against making any travel arrangements or plans prior to obtaining authorisation in writing from the Headteacher.

The cost, convenience or availability of a particular holiday will not be taken into consideration when authorising term-time leave. CODE OF CONDUCT At AAGS, students are expected to behave in an exemplary manner at all times. Below is the Code of Conduct expected from all AAGS students at all times. At Azhar Academy Girls School: We respect the authority of our Creator and people in charge This means:

• We follow the instructions of those in authority - (inside and outside of school). • We make sure we attend school every day and on time. • We adhere to the school and classroom rules. • We follow the school dress code. • We meet deadlines set by teachers.

We respect other people and ourselves This means:

• We treat others as we would like to be treated ourselves. • We display good manners at all times, smiling and being cheerful. • We are helpful, courteous and considerate to other people’s feelings. • We are tolerant of differences in other people and cooperate fully with others. • We ensure that we avoid harming other people in any way: physically, psychologically or

emotionally; this includes cyber bullying. • We are organised and take advantage of all the learning opportunities provided. • We try our best in everything we do and aim to achieve more than our potential.

We respect our surroundings inside and outside of school This means:

• We keep our surroundings clean and litter free • We keep the noise level low in and around the school • We respect books and equipment, avoiding damage, loss and neglect • We look after school property, buildings and furniture by avoiding damaging or defacing it

The school has also devised the following set of rules for behaviour inside and outside the classroom to make sure all students are aware of the standards expected from them: Classroom Rules for Learning

• We arrive on time to lessons and ready to learn. • We bring the correct equipment and books to each lesson. • We follow the class teacher’s instructions. • We keep hands, feet and hurtful comments to ourselves. • We speak only when we have gained permission. • We keep our learning environment clean and tidy. • We organise ourselves to meet deadlines. • We pay full attention and try our best in all tasks.

Students who breach these rules may be given a referral for inappropriate behaviour. (More information about referrals can be found in the disciplinary section.) MOBILE PHONES The school does not encourage students to bring mobile phones to school and prohibits students from using them in school. However, in cases where parents/guardians feel it is a necessary safety measure for when they leave school, the parents/guardians must request permission in advance from the Headteacher to allow their daughter to bring a mobile to school, detailing reasons. If permission is granted, then the mobile brought into school must remain switched off during the school day, including during lunch and break times. It must not be used or even switched on under any circumstances and the school does not take any responsibility for its theft, loss or damage. Any student found contravening this policy will be subjected to our disciplinary policy, which may also result in suspension.

HEALTHY EATING At AAGS we promote the importance of healthy eating. We know how important it is to create good eating habits that can last a lifetime and teach children about the importance of not only their physical well- being, but how food can affect their mood, temperament and energy levels. A healthy balanced lunch has been demonstrated to improve students’ concentration, attention, energy levels and academic performance. Continuing with our initiative to encourage healthy eating, unhealthy food/drinks such as fizzy drinks, energy drinks, drinks high in sugar content, crisps, chocolates and sweets are not allowed into school. The behaviour and discipline policy will be followed in the case of students being found with these unhealthy food/drinks. Parents are urged to ensure that they make provision for healthy lunch and snacks for their daughters. REWARDING GOOD BEHAVIOUR Positive behaviour and achievement (academic and non-academic) in the school is continuously acknowledged by teacher comments & recognition in form time, weekly and special assemblies and the school newsletter, displays, letters to parents, certificates as well as a merit system. The school also has a prefect system, led by the Head Girl, who is appointed annually. In addition to this, students’ achievements and involvement are promoted through student council and tarbiyyah mentors as well as TFL ambassadors. These students are encouraged to act as role models for their peers and given certain privileges as well as responsibilities. MERIT SYSTEM At AAGS, each student is rewarded for good work, good behaviour, effort, reliability and general contribution to the school. The merits awarded to students are logged onto KSM and contributes towards class points. The highest points accumulated will qualify for end of year achievement for the whole class. The build-up of merits leads to a student being awarded certificates using the following criteria:

Merit Certificate 15 merits

Bronze Certificate 25 merits

Silver Certificates 50 merits

Gold Certificate 75 merits

Platinum Certificate 100 merits

BEHAVIOUR & DISCIPLINE The maintenance of good discipline is of paramount importance for the growth, welfare and development of students. At Azhar Academy Girls School, we aspire to instill good discipline amongst our students through a focus on Islamic Akhlaaq and Aadaab. We believe that students should be given clear expectations, effective pastoral support and opportunities to build good social relationships. These aims are backed up by a system of rewards and where necessary appropriate sanctions. The school exists for the benefit of its students. All students, staff, parents and others associated with the school are required to work together in a spirit of co-operation and understanding. Students are actively encouraged to fulfill their potential academically, and in all other school activities that they are involved in. Students are expected to relate well and to behave considerately towards others. We live in a society where social skills are vital to our well-being, and learning to interact with others is therefore a critical part of education. Students are reminded of the importance of respecting others, whether inside or outside school. Selfish actions are therefore to be discouraged, whether these actions are of a minor nature (e.g. dropping litter or wasting paper) or of a major nature (e.g fighting, bullying, vandalism or theft). HOME-SCHOOL AGREEMENT At AAGS, we are very clear that our distinct Islamic values and ethos form the bedrock of our provision. These values and ethos directly govern everything that we do at our school. We aim to serve our students and the extended school community in the belief that, through our service and provision, we are first and foremost discharging our responsibility towards Allaah Almighty. As such, we strive for all-round excellence in all aspects of our provision and expect it to be reciprocated by students and parents alike. We all have many responsibilities in life – towards Allaah and His Messenger (saw); towards each other and towards ourselves. These responsibilities are due to the fact that we all have rights. Our school policies show how we intend to respect each other’s rights by fulfilling our responsibilities towards each other. These values, ethos and mutual rights and responsibilities take the form of our school policies and rules/regulations. The rights and responsibilities of the school’s stakeholders are laid out in our ‘Home-School Agreement’, which we ask all parents to read, understand and fully commit to. The Home-School Agreement is the basis of our mutual contract and obligations to each other as members of the school community. A copy of the home school agreement is available through the school office. COMPLAINTS PROCEDURE AIMS

• to ensure that concerns are dealt with swiftly by the most appropriate person • to ensure that where parents or third parties are unhappy with the outcome of the complaint;

this can be looked at again by someone else within the school • to ensure that complaints against the Headteacher are properly investigated by the Director of

school and, if necessary, by the members of the AAGS Panel • to ensure that complainants have a clear explanation of the outcome of their complaint and

know what they can do next if they are still unsatisfied with the decision

OBJECTIVES

• to try to satisfy and resolve as many concerns as possible, so that they do not become complaints

• to learn from complaints and to modify practices where appropriate • even if the complainant does not receive the answer he or she wishes as a result of following

the complaints procedures, that he or she does feel that the complaint has been fully considered and understands the reasons why the school has made the decision that it has

FURTHER LEARNINNG OPPORTUNITIES

• Duke of Edinburg Award (DofE) scheme in partnership with the London Borough of Newham is a wonderful opportunity that students can be part of.

• The Ilm2Amal programme is an opportunity for students to help them with character development, with the aim to nurture confident British Muslims who will benefit society through community and social responsibility.

• Three Faiths Forum- Year 9 students have an opportunity to take part in an Interfaith Link with St Ursula’s Convent School in Greenwich, facilitated by the charity 3FF (Three Faiths Forum). This is a very thrilling prospect for the students involved, and will support curriculum work in the classroom.

Founded 16 years ago, 3FF works to build understanding and lasting relationships between people of all faiths and non-religious beliefs. The school linking programme work with around 45 schools across London, and has been proved to help young people feel secure in their own identity, while building confidence as they interact positively with people of different backgrounds and beliefs.

This programme has been shown to support children to:

• acquire dialogue skills such as listening, speaking and sharing • foster trust, curiosity, empathy, awareness and respect • develop an appreciation and understanding of how people from different backgrounds can

work together in the community