At DBS we have positive and inclusive approach to managing behaviour.

We believe in encouraging good behaviour through a range of positive behaviour management strategies that aim to pre-empt inappropriate behaviour. We put great emphasis on the importance of interacting with others in respectful ways through speech, actions and relationships. We aim to provide care and support for our learners and support them to learn how to manage their behaviour appropriately.

Everyone has the right to:

  • feel safe, cared for and respected;
  • be able to learn to the best of his/her ability and to develop whatever skills he/she possesses;
  • be treated equally irrespective of gender, race, physical characteristics or any other factors;
  • learn and play without disruption.

Everyone is expected to:

  • be responsible for their own behaviour;
  • respect the rights of others.

DBS says No to Bullying, whether verbal or physical; it has no place in our school. We ask that all parents and children help us by immediately reporting any incidents so that we can deal firmly and fairly with any bullies, involving parents when appropriate.


We believe strongly in the importance of promoting and praising good behaviour through:

  • The house point system through which rewards are given to learners in the form of house points. These are awarded at the teacher’s discretion and a chart is kept to total all house points earned. Each week house points are collated and a trophy is awarded in assembly for the house with the most points. Individual children also receive a certificate for reaching 50, 100, 150 (and so on) house points.
    On entering DBS learners are allocated to houses. The aim is for each class to have an equal number of learners in each house. If they already have siblings at school, children enter the same house. House colours represent animals common to Qatar and are as follows: Red – oryx; Yellow – falcons; Green – scorpions; and Blue Arabian horses;
  • Golden Time is 30 minutes of more relaxed time awarded weekly at the class teacher’s discretion. Golden Time activities are meaningful, e.g. board games, art or craft activities;
  • Nominating a Star of the Week. This certificate is given for outstanding behaviour or outstanding work. These are shared with the school in our assemblies;
  • Headteacher’s Awards. At times, individual learners will do so well that an immediate special award is needed. This may be for outstanding learning or for excellent behaviour above and beyond normal expectations;
  • Line Up Stars to encourage good lining up, teachers on duty will reward a class in each year group with a star. The class with most stars by the end of the week will receive an extra play of 10 minutes.


We give learners choices and make clear the consequences of the choices that they make. Sanctions and processes for inappropriate behaviour include:

  • The traffic light system. All learners have their name on the green traffic light at the start of each day. If a child misbehaves they will be reminded of the appropriate behaviour. Should the misbehaviour continue after the second warning, then the child’s name will be moved to yellow. Persistent disregard for the previous warnings will result in the child’s name being moved to red. The teacher may then send the child to work with the Year Leader or in a partner class. In the event the child still continues to misbehave, the child will be sent to the Key Stage leader;
  • Warnings. Teachers will tell the child that their behaviour is wrong and explain what they should have done or said [or not said]. If the behaviour is repeated, the child will be moved to yellow on the traffic light system. Warnings are to be given at the discretion of the class teacher and can be given for instances such as shouting out, disruptive behaviour, not completing tasks, displaying a negative attitude or disrespect;
  • Golden Time. Each time a child’s name is moved to red on the traffic light system they lose five minutes of Golden Time for the week;
  • Asking children to reflect on their behaviour during Golden Time and what it is they think they should do to improve their behaviour;
  • Behaviour charts. If a child continues to misbehave then, in consultation with the parents, the child may be placed on a behaviour chart system. Their behaviour (positive/negative) is recorded by the teacher and shared with parents, who acknowledge the communication by signing the behaviour chart. At this stage other Primary school leaders will be informed and become involved in communications with the child and parents.

If a child’s behaviour continues to be disruptive to the learning and /or safety of themselves or others, then the Head of Primary, and ultimately the Principal, will become involved. Other sanctions may be deemed necessary such as internal isolation and fixed term exclusion. In the case of persistent misbehaviour a child’s place at the school will be withdrawn. All such decisions and discussions are supported by documented records of the child’s behaviour.


At Doha British School, we are committed to putting learners’ needs first and we want their first experience of a new school year to be an enjoyable one. With this in mind, we run a staggered start system for Early Years Foundation Stage learners which will enable staff to get to know individual children better and will help them to build up to a full session in school. The staggered start system runs during the first school week. All children attend a full session at school from the second week of school.

New parents are provided with a booklet that outlines Early Years expectations and routines along with some healthy lifestyle tips.

Reception to Year 1

A parent information evening is held at the start of each academic year providing opportunities for Year 1 teacher to discuss the transition between Reception and Year 1. In addition there are a variety of activities planned for learners to help with a smooth transition. These include:

  • a special day in term 3 when Reception learners visit Year 1 classes;
  • a question wall for Reception learners where they can record questions to ask the Year 1 Student Council members who visit their class.

To further aid the transition, Reception teachers share information about the children's prior learning and background with the teachers of Year 1.

Key Stage 1 to Key Stage 2

Towards the end of the academic year, Year 2 learners:

  • spend a day with a Year 3 teacher in their classroom;
  • prepare a list of questions to ask to the learners and teachers in Year 3.

To further aid the transition, Year 2 teachers share information about the children's prior learning and background with the teachers of Year 3.

The transition between Key Stage 2 and Key Stage 3 (Primary to Secondary)

Parents and Year 6 learners are invited to an information evening during term 2 where the transition between Key Stage 2 and Key Stage 3 is discussed. This is also an opportunity to meet the Head of Secondary, Subject Leaders and the Year 7 Progress Leader.

Various activities are planned by both teachers and learners to ensure a smooth transition between the Key Stages. These include:

  • a transition day in Term 3 when Year 6 learners spend part of the school day in Year 7;
  • question walls set up in Year 6 classrooms where learners record questions that they wish to ask about Year 7. Year 7. House Captains collect the questions which are passed on to the Year 7 Progress Leader, who then works with Year 7 House Captains to formulate answers to the questions;
  • during Term 3 Year 7 Form Tutors visit Year 6 class assemblies to share aspects of Year 7 school life;
  • Year 7 Form Tutors visit Year 6 classes to gain an understanding of the learning environment and teaching strategies that the learners are used to.

To further aid the transition, Year 6 teachers share information with Year 7 teachers concerning learners.


  • In the Early Years Foundation Stage, learners attend an assembly every week. Each class teacher awards a Star of the Week to celebrate learners’ hard work and good behaviour. On a weekly basis a class is chosen to perform a song or rhyme. Parents are invited to attend a joint assembly in Term 3, where each class performs an action song or rhyme;
  • In Key Stage 1 (Years 1 and 2) weekly assemblies are held. Assemblies are either teacher-led or class-led with specialist teachers from the Arabic, Spanish and PE departments contributing to the programme. Assemblies are a time to celebrate great work and behaviour as well as to showcase what the children have been learning. Certificates are presented to the Star of the Week as well as to the Writer of the Week. The classes winning the most Line Up Stars and the House Points are both announced during the assemblies;
  • In Key Stage 2 (Years 3, 4, 5 and 6) weekly, whole Key Stage assemblies are held that have different focuses. Our Key Stage assemblies centre upon recognising and celebrating learners’ achievements. The assembly is also an opportunity for classes to showcase their learning through leading class assemblies. Teachers and learners take pride and make a great effort to prepare and perform these multi-media events to parents and other children. In addition, year group assemblies take place each half term. These form part of our PSHE programme. Each term, a new theme in our SEAL (social & Emotional Aspects of Learning) programme is started with a whole year group assembly;
  • In addition, throughout the year there are a number of special assemblies. These are run by Literacy, Mathematics, Arabic and Science leaders of learning to cover events such as World Book Day, Qatar National Day, National Sports Day and Science Day.

Pupil Voice

Primary Student Council

The Primary Student Council involves learners from Year 1 to 6, with a representative from each class.

The role of the Student Council is to:

  • provide an opportunity for learners to voice their opinions and offer suggestions in relation to many aspects of school life;
  • discuss issues relevant to our school and encourage and promote initiatives from the children;
  • offer an opportunity for all learners to voice their opinions on proposed changes and thereby play a very significant role in improving our school;
  • act as a channel of communication within the school organisation, between learners themselves and between home and school;
  • encourage children, and thereby their parents, to organise events central to the life of the school;
  • provide an opportunity to raise funds for charities or for our School Fund.

The Student Council meets regularly to action plan, discuss and move forward with issues that arise throughout the school year. Their current project is re-designing the playground. They have surveyed all primary pupils, drafted designs and fed back to the staff leadership team on what they would like to have. They now have a colourful playground with: greater sports facilities, games on the floor and organised house competitions.


The Prefect system is made up of Year 6 learners. The Prefects carry out a variety of leadership responsibilities based on their skills. Some of these include:

  • peer readers. The peer reading scheme is used throughout Primary and is used as a tool to encourage/reinforce reading at all ages;
  • library prefects. The library prefects assist in the maintenance of the library and are used to recommend books to other children;
  • playground prefects.

The Prefect team are role models in the Primary school and often take on additional responsibility throughout the year.

House Captains

Our house system is represented by House Captains. Their role within school is to organise, manage and run house events. These involve lunch time house sports competitions, collecting the house points each week and giving additional help on event days such as Sports Day.