Philosophy and Rationale

At At St. George International School & Preschool (SGIS) we operate on the belief that all students have the right to learn. To do so means that each student works towards creating a climate that is both positive and productive. No student has the right to choose behaviour that infringes upon the learning of others. We also believe that students should be given the support and encouragement they need to learn and demonstrate positive behaviour at all times.

SGIS further believes that the home and school must share the responsibility for teaching children positive behaviour. By working together, we can increase the probability that students will learn responsibility and respect for themselves and others, as well as positive behaviour traits for life.

School Values:

At the core of our Student Behaviour Policy are the SGIS School Values:

  1. Honesty – to be truthful to ourselves and others;
  2. Responsibility – to be responsible for our own actions; competing tasks and duties; be responsible for others around us – keeping them safe and caring for them.;
  3. Respect – to have for the rules and regulations; respect people’s privacy, property, feelings and desires; we are listening to others opinions and respecting differences;
  4. Initiative – to be involved in the life of the school; share ideas; suggest improvements; take action when appropriate;
  5. Mutual Support – to TEAM work/working with others – help others in the school (friends; other students and adults);
  6. Transparency – to be clear with our thoughts, feelings, desires so there are no misunderstandings;
  7. Tolerance – to accept people as they are and that we may have different experiences, thoughts, actions and feelings.

School Wide Expectations for Students:

  • Students are expected to show consideration, courtesy and respect to others and their property.
  • Students are expected to attend classes regularly and on time.
  • Students are expected to abide by all rules which have been established and help to maintain a positive learning environment at SGIS.
  • Students are expected to promote a safe, secure and nurturing learning environment.
  • Students are expected to exercise self-control, restraint and discipline at all times within the school environment.
  • School wide behaviour will be monitored by class masters and Heads of Stage and the policy implemented by all staff at the school.

    Classroom Expectations:

    1. The Positive Classroom Rules (Appendix A) will be communicated to and taught to the students by Class Masters and supported by Subject Teachers throughout the academic year.
    2. The Positive Classroom Rules will be signed by students at the start of the year to acknowledge their understanding. This is the responsibility of the Class Masters. The Positive Classroom Rules should be posted in all classrooms. They should be frequently referred to by all teachers.
    3. Heads of Stage /School and Pastoral will monitor the implementation of The Positive Classroom Rules.

    Teaching and Learning Good Behaviour

    The main instrument through which positive learning behaviour will be taught to the students will be the consistent modelling of positive learning behaviour by staff.

    Continual positive reinforcement from staff to students who are following the school rules will be an integral tool in gaining the required standards of behaviour.

    Parents will be expected to help their children achieve and maintain the behavioural standards as listed in the SGIS Student Behaviour Policy. These standards will be explained at parents’ meetings, as well as on the SGIS website, and it is parents’ responsibility to become acquainted with them. The school puts a high priority on informing parents if their child is consistently falling short of the standards required, working as a team to discuss possible shared solutions and strategies, if necessary.


    SGIS is proud that students at the school are pleased to be members of the school community and are highly motivated to follow the rules and standards of behaviour required. High standards of behaviour and manners as well as outstanding academic work will be rewarded through the Primary School Class Dojo system (Appendix B).

    The benefit of an effective rewards system should be to encourage greater consistency in positive behaviour and excellent standards of work. All staff members should make sure the student understands the school values and expectations.

    All staff members should strictly adhere to the awarding procedure described below.

    Level 1: Green Dojo

    Green Dojos will reward the students for displaying good behaviour, for demonstrating the school’s values and for producing outstanding academic work. For each Green Dojo awarded, the students will be told why they are receiving the it. Students demonstrating positive learning behaviour will be used as an example to others in the class and teachers will celebrate that fact to encourage all students.

    Level 2: Multiple Green Dojos - multiples of 10

    Students will receive a merit in their planners when they get a multiple of 10. This is the role of all class masters and specialist teachers and - as with Green Dojos - to be celebrated and used as an excellent example to others in the class.

    Level 3: Dojo Rewards

    Students’ positive behaviour will be rewarded according to the Dojo Rewards procedure (Appendix C). Special attention to be paid to 30 Green Dojos, where class masters will give out a certificate to the student to be celebrated in assembly and taken home to be shared with parents/carers. For 100 Green Dojos, the Head of School shall award a certificate to the student to be celebrated in assembly and taken home to be shared with parents/carers.

    For any multiple of ten Green Dojos, the class teacher makes an entry in the Reward and Conduct Manager in iSAMS..

    Level 4: Star of the Week

    Besides the Primary School Class Dojo system, class masters will also put forward children to be nominated for a special ‘Star of the Week’ award. The criteria for this award may vary and include, but are not limited to:

    ● outstanding demonstration of a School Value;

    ● outstanding effort in classwork/homework;.

    ● outstanding progress in classwork/homework;

    ● outstanding classwork/homework.

    Each Head of Stage will announce a ‘Star of the Week’ for their Stage in weekly assemblies. ‘Star of the Week’ certificates will be displayed in the Primary School.


    Although the school believes in a positive approach to behaviour management, occasionally sanctions may need to be applied (Appendix D). It is the responsibility of all staff to deal with such incidents wherever they occur around the school. Members of staff need to work together by supporting the Senior Management Team (SMT) and ensuring that the rules are adhered to both in and out of the classroom. The benefit of an effective sanctions policy should be to encourage greater consistency in addressing incidents of unacceptable behaviour/poor standards of work. The staff should make sure the student understands the school rules and expectations. Below are the steps for sanctions.

    Level 1: Warning

    Before teachers start using the Class Dojo system, they need to make sure the student understands the rules and expectations. The student should be given the chance to correct the non-productive behaviour before escalation and will be encouraged and supported to continue positive behaviour.

    Level 2a: Misbehaviour entered on the Primary School Class Dojo system

    A ‘negative’ entry on the Class Dojo Primary Tracker is called a ‘Red Dojo’. Before giving a student a Red Dojo, the teacher must talk to the student and verbally warn them that certain behaviour is not acceptable. Each teacher giving a Red Dojo must record it in the Class Dojo system and add a descriptive comment to it.

    One or two sanctions (Red Dojos) are not taken further but are simply entries on the behaviour tracker.

    Three or more sanctions result in further action.

    If a student receives three or more sanctions, the class teacher creates a record in the Reward and Conduct Manager in iSAMS and describes the negative behaviour, using the comments from the Class Dojo System.

    After three sanctions a letter is sent home by Heads of Stage to parents/carers to help to support the student in creating a positive approach to their learning behaviour. The student shall also move on to Level 3.

    Level 2b: Misbehaviour entered on iSAMS

    For a more serious breach of discipline, such as:

    • Bullying (as this is such a corrosive and corrupting issue, SGIS has a special set of procedures for dealing with bullying, which may lead to disciplinary action as described in this paragraph)
    • Swearing;
    • Verbal abuse;
    • Physical abuse;
    • Theft;
    • Use of illicit substances;
    • Vandalism of School property;
    • Racism;
    • Discrimination;
    • Xenophobia;
    • Use of toilets marked as "Adults";
    • Bringing tobacco products, alcohol or drug substances into school;
    • Bringing weapons of any kind into school;
    • Making allegations against staff that prove to be malicious (see the SGIS Safeguarding Policy and Procedures);
    • Misuse of computer equipment including, but not limited to: hacking private accounts, trying to access illegal or pornographic material, and cyber bullying;
    • Accessing of restricted files/data;
    • Immoral behavior that brings into disrepute the reputation of the school (i.e. sexual contact, consumption of drugs, alcohol, or tobacco in school uniform, behavior on social media), teachers should file a report on the Reward and Conduct Manager section of iSAMS and inform the Head of Stage at their first convenience. After an investigation is done a letter will be sent home by Heads of Stage or by Head of Primary (depending on the seriousness of the case) to parents/carers to help to support the student in creating a positive approach to their learning behaviour. The student shall move on to Level 3.

    Serious Breaches of Discipline

    In case of a serious breach of discipline, students may go straight to a Level 4 in the Sanctions, as determined by SMT.

    Level 3: Behaviour Reports.

    After receiving three or more Red Dojos, students from grades PG - 4 will be placed on a Behaviour Praise Card. The praise card is a behaviour management tool which allows the student to take control of their actions.

    After receiving three or more Red Dojos or in case of misbehaviour recorded on iSAMS within a one-week period the students from grades 3 and 4 will be placed on Behaviour Report (Appendix E). Behaviour report is a behaviour management tool which helps the older primary students to take ownership of their actions.

    There are 3 levels of report

    - Green;

    - Amber;

    - Red.

    Level 4: Transfer to another class

    Following a Head of Stage/School discussion with a parent/career, the school can propose a separation for students according to art. 199. para.1, p. 2 of the Law on School and Pre-school Education – “Transfer to another class in the same school”.

    If the behaviour does not improve after the use of a Report card (i.e. a student ‘fails’, Amber), the student may be transferred to another class. The decision to transfer a student to another class involves SMT and Head of School/Pastoral.


    1. The procedure is the same as with the penalty “Notice “ or “Transfer to another form at the same school”;

    2. No violation may be punished with more than one penalty.

    3. No penalties shall apply to pupils whose behavior is the result of a disability or health disorder as indicated in medical documents.

    4. Penalties shall be term-bound. The penalty term shall expire at the end of the school year.

    5. The type of penalty shall be determined, while taking into consideration the reasons and circumstances of the violation, its nature and seriousness, as well as the pupil's age and personality characteristics.

    6. The penalties of notice and transfer to another form of the same school shall be imposed with an order of the Head of School at the written proposal with reasons by the class teacher. The penalty order shall be issued within 14 days of the proposal. The order shall specify the type of penalty and the reasons thereof. The order shall be communicated within three days of its issuance to the pupil and the parent. The order may be appealed also in accordance with the Administrative Procedure Code.

    7. The Head of School shall inform the parent of the opening of a penalty procedure.

    8. The pupil shall have the right to a hearing and/or written deposition of the facts and circumstances in relation to the specific violation before the penalty is imposed. The hearing shall take place in the presence of a psychologist or a pedagogical advisor.

    9. The pupil's parent shall have the right to attend the hearing and to express an opinion, as well as to take part in the penalty procedure under the terms and conditions laid down in the state education standard for inclusive education.

    10. Apart from imposing the penalty upon art. 1, the student may be offered specialist counseling and pedagogical and psychological support, additional training at home, holidays included, participation in extracurricular activities, professional orientation and other activities in order not to allow other violations and dropping out of school.

    11. Penalties shall be recorded in the individual report book, the personal file and the correspondence book of the student.

    Exceptions and Exclusions

    None of the above will automatically apply to students whom SGIS has identified as having pre-existing or newly diagnosed recognised medical and other conditions, which manifest in non-standard behavioural or organisational abilities. Such conditions will include Asperger’s Syndrome, Tourette’s Syndrome, Dyslexia, ADHD etc. Heads of Stage/School, in conjunction with the Medical Team, will ensure that all teachers and other members of staff are informed of these individuals, and of the recommended methods of responding to their needs.

    Staff will report any behavioural or other problems connected with these individuals directly to the Head of Stage/School who will decide, in consultation with parents and SMT how the school should respond to the problems presented. SGIS is committed to promoting the positive behaviour as detailed in the policy and giving all students - whatever their particular needs - the skills required to progress through their education and into adult life.

    Central Record of Serious Behavioural Issues

    The Head of School will keep a Central Record of serious behavioural issues, compiled for him and continually updated by the Heads of Stage. This will be in electronic format, but will be reviewed frequently by the Head of School on the advice of the Heads of Stage/School/Pastoral. Heads of Stage, with the support of class masters, will monitor the Behaviour Tracker for all students on a regular basis, and alert the Heads of Stage/School to any serious patterns or trends that are indicated on the Tracker. For the purposes of this Central Record, problems requiring a school response at Level 3 or above will be considered serious. This procedure should allow early intervention by the Head of School with the aim averting the development of more serious consequences for the student(s) involved.

    Review and revision

    This policy and its procedures will be reviewed by the Head of School (or staff nominated by him for this purpose, and who will report back to him) annually, or more often should the need for revision become apparent.

    The current Behaviour Policy of St. George International School & Preschool is written in compliance with the Bulgarian educational legislation which could also be used for all other cases, not described in the current document. All additional policies of assessing process within specific subjects in specific are in direct submission to the current Behaviour Policy.

    Effective from 14.09.2020

    To be revised on 14.09.2021

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