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

T: 020 8555 5959 |E: girls.school@azharacademy.org

W: www.aags.org.uk

HEAD TEACHER:

DEPUTY HEADTEACHER

STUDENT MENTOR

HEAD OF AALIMAH/ISLAMIC/HIFZ STUDIES:

Mrs Rookshana Adam

Ms Fareena Aslam

Apa Anila Khan

Apa Roshan Master/

Apa Shabana (Acting)

2016 – 2017

Contents

MISSION STATEMENT 1

INTRODUCTION 1

SCHOOL CURRICULUM 2

ISLAMIC STUDIES, THE AALIMAH

& HIFZ-UL-QUR’AN COURSE

3

STUDENT PROGRESSION WITHIN THE

SCHOOL

8

SCHOOL TIMES 11

ADMISSION POLICY 12

FEES 14

BOOKS & STATIONERY 15

UNIFORM 15

ATTENDANCE & PUNCTUALITY

CODE OF CONDUCT

16

18

MOBILE PHONES 19

HEALTHY EATING 19

REWARDING GOOD BEHAVIOUR 20

MERIT SYSTEM 20

HOME-SCHOOL AGREEMENT 21

COMPLAINTS PROCEDURE

FURTHER LEARNING OPPORTUNITIES

MESSAGE FROM HEAD GIRL

21

22

23

As-Salaamu’alaikum wa Rahmatullaahi wa Barakaatuh

MISSION STATEMENT

With sincerity and for the pleasure of Allah, 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

Allah, His Noble Messenger and the entire humanity.

INTRODUCTION

At AAGS, we recognise that knowledge is inherently noble and, hence, gaining secular & Islamic

knowledge go 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.

‘Through a sound education our children will learn and develop an

understanding of their Deen’.

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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.

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

Religious Studies

History

Science (Combined Science GCSE

compulsory, Triple Science GCSE

optional)

Citizenship

Arabic

French KS3 (optional GCSE)

Art KS3 (optional GCSE)

Physical Education

Geography (KS3)

L2L (KS3)

2

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/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.

Hifz Studies: In this course, students commence memorisation of the Noble Qur’an with the aim of

memorising 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. Students are also taught advanced levels of

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Tajweed during their Hifz Course.

COURSE TIMES

Islamic Studies: Monday – Wednesday 7:55am – 10:00am Thursday – 7.55am – 9.30am

Aalimah Course: Monday – Wednesday 7:25am – 10:00am Thursday – 7.25am – 9.30am

Hifz Course: Monday – Wednesday 7:25am – 10:00am and 4:00pm – 5:00pm

Thursday – 7.25am – 9.30am 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 Allah

SAW - Makkah Period

Tasheel-ul-Ahadeeth Part

5/6/7

Year 8

Qur’an recitation with

Tajweed

Ta'leem-ul-Haq

(Sawm/Zakah/Hajj)

Seerah (Iqra Series)

The Messenger of

Allah 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

Messenger SAW

(History)

Provisions for the Seekers

(Memorisation of 40

Ahadeeth)

4

AALIMAH STUDIES SYLLABUS

Subject 1 Subject 2 Subject 3 Subject 4 Subject 5

Year 1 Arabic Language Arabic Language

Qasas an-Nabiyyeen

(1)

Ta'leem-ul-Haq

(Fiqh)

(Taharah/Salah)

Noorani Qa'idah /

Qur'an recitation

with basic Tajweed

Year 2 Arabic Language Arabic Language

Qasas an-Nabiyyeen

(2)

Zaad at-Talibeen

(Hadith)/Qur'an

recitation &

memorisation with

Tajweed

Noor al-Eidhaah

(Fiqh) (Ibaadaat)

Year 3 Arabic Language

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

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 and

Hadith by Maulana

Akram Nadwi

Year 5 at-Tajreed as-Sareeh

Hidayah (selected

chapters)

Qur'an translation & basic Tafsir (Chapters

11-19)

Qasas an-Nabiyyeen

(5) (Seerah) /

Aqeedah

Tahawiyyah

5

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 8.00

pm, Monday to Friday & from 8:00 am 12:00 pm on Saturday, 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 at-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.

6

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 Head teacher, 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.

7

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. Each student is also given a folder in which samples of work, assessment sheets,

teacher’s comments and certificates are recorded. 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

homework support club, which is open to all students. Opportunities are also offered to enable

higher ability 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.

8

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 REPORTS

A full written report is issued at least twice a year to parent/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 work done in class

• 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 individualised work

• 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 a home learning task is set are expected to consult their

peer’s student planners 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 task varies according to the age and ability of the student and the subject, but at all times the

home learning task forms 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.

9

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 homework for neatness of presentation

Directing their child to suitable reference books or other information

If a student experiences genuine difficulty in completing her home learning tasks,

parent/guardian may provide guidance sufficient 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.

EXTRA CURRICULAR ACTIVITIES

At AAGS, we hold regular events in order to provide a range of activities for our students. At present,

we are running the following clubs:

CLUBS

KS3 & KS4 MATHS

YOUNG SCIENTIST

DRAMA

DEBATE

EINSTEIN

HISTORY (KS4)

ARABIC

FRENCH

KS3 & KS4 ENGLISH

KS3 & KS4 SCIENCE

RE (KS4)

A/A* MATHS

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SCHOOL TIMES

The school times for this academic year are:

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.

MONDAY – TUESDAY - WEDNESDAY

TIME EVENT DURATION

(MIN)

7:25/7:55* School bell & AM Registration 5

7:30/8:00* Equipment check & P1 50

8:20 P2 50

9:10 P3 50

10:15 Break 20

10:35 P4 55

11:30 P5 55

12:25 P6 55

13:20 Prayer 15

13.35 Lunch 30

14:05 P7 60

15:05 P8 60

16:05 Clubs 40

16:45 End of school

THURSDAY

7:25/7:55** School bell & AM registration 5

7:30/8:00** Equipment check & P1 50

8:20 P2 50

9:10 P3 20

9:30 Tutor Time 45

10:15 Break 15

10:35 P4 55

11:30 P5 55

12:25 P6 55

13:20 Prayer 15

13.35 Lunch 30

14:05 P7 60

15:05 P8 60

16:05 Clubs 40

16:45 End of 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/Du’as 25

12:15 End of school

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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.

PROCEDURE

Application forms are available from the school office, to download/apply from the school website

or on AAGS Open Evening, 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

12

parents/guardians to ensure that the school has received all relevant admission documentation before

the deadline for application 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.

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FEES

The school fee for 2016/17 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 they pay by standing order/BACS. They should also 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.

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 2016 until

May 2017

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.

14

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 regarding non-payment of fees.

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 & 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.

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

Navy blue/black full-length trousers

Black low-heeled shoes

Black/white socks

Navy blue cardigan (optional)

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

Trainers

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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 (no open-toed shoes)

Denim is not to be worn on any account

In addition to the above, bringing and/or wearing makeup as well as 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 as well as sharing these with Governors, parents and students, by

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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 behavior-related

problem

During the month of September

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

authorizing term-time leave.

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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:

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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 the premises. 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.

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REWARDING GOOD BEHAVIOUR

Positive behaviour and achievement (academic and non-academic) in the school is continuously

acknowledged by teacher comments & recognition on KSM(a portal where you can access your

daughters learning and behaviour records), weekly and special assemblies, 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. School council also leads on various activities in and

around the school. 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 for any individual also leads to a student being awarded

certificates using the following criteria:

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 instil good discipline amongst

our students through a focus on Islamic Akhlaaq and Adaab. 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

Merit Certificate 10 merits

Bronze Certificate 15 merits

Silver Certificates 25 merits

Gold Certificate 35 merits

Platinum Certificate 45 merits

Special Certificate 60 merits

Outstanding Certificate 70 merits

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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 Allah 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 Allah and His Messenger (may Allah bless him and

grant him peace), 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

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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 LEARNING OPPORTUNITIES

Duke of Edinburgh Award (DofE) scheme in partnership with the London Borough of

Newham is a wonderful opportunity that students can be part of.

The Ilm2 Amal 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 works 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

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MESSAGE FROM HEAD GIRL 2016/2017

As salaamu ‘alaikum wa Rahmatullaahi wa Barakaatuh,

My name is Mahak. I am the Head Girl and currently a Year 11 student at Azhar Academy. I

have been given this amazing opportunity to talk to you about Azhar life from a student’s

honest perspective.

Secondary school is like a roller coaster as I’m sure most parents know. It has its ups and

downs and it’s the same for every school. But what makes Azhar special is that while we’re

on this roller coaster ride, the school supports us at every point of our journey. This strong

and consistent support is what makes me love my school and what I will miss when I move

on to sixth form.

Azhar girls are one big family and this is my second home. I have made friends for life as I’m

sure you will too. I know secondary school can be daunting and it is a big change from

primary school. But I am positive you will adjust to this change with the help and support of

Azhar students and teachers.

Back in 2011, my family encountered the same dilemma that you are facing now. In the end,

even though I received offers from four other schools, we all agreed that Azhar would be the

best for me.

Firstly what my family wanted for me is probably what all the parents here want for their

daughters. They wanted the two main aspects of my life to be combined. They are of course

my life in the dunya and my life in the Aakhirah and Azhar combines them together so that

we excel in both.

Azhar ensures that everything we learn is for the sake of Allah and that all of our intentions

are honest and decent. They make sure our lessons, be it Fiqh or algebra, are filled with

barakah by reading a du’a both at the start and at the end of the lesson. Every morning

before lessons start, we recite surah Yaasin, so our minds and souls are refreshed and ready to

start the new day in the worship of Allah. Every Friday is a half day and school ends at 12:15

pm but just before then we gather together as a school and recite surah Al-Kahf following the

Sunnah of our blessed prophet Muhammad (saw).

My family and I also had to decide between which Islamic course to choose. Hifz, Aalimah or

Islamic Studies. Hifz is memorising the Qur’an everyday in the morning from 7:25 am till

10:00 am and then after school from 4:05 pm till 5:00 pm. Aalimah is the study of Fiqh,

Qur’an and hadith mainly, including many other lessons. It is a seven year course which

involves the option to continue throughout sixth form so it is a bit of a commitment but at

the end you will graduate as an Aalimah. Lastly, Islamic Studies, the study of Seerah, Fiqh,

hadith and more. Each is unique in what it gives to each student and their family but I cannot

stress enough how important it is, that whichever option you choose, it is the student herself

who has to make the final decision. This is because if she chooses herself, then she’ll know she

will be passionate and dedicated to her course. Personally, I chose Aalimah; I am currently in

my 5th year and it has changed my life. When I came to this school, I knew only a handful of

Arabic words and now on top of Arabic GCSE, I can open up an Arabic textbook to any

sentence and I will most likely be able to understand (with a little difficulty) what it means.

On the academic part of Azhar, I cannot articulate how grateful I am to my hard-working

teachers who persistently help me and my peers and encourage us to do well, believing in us

when we sometimes lost faith in our abilities. They use their own time compiling past papers

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and making revision guides for us. Our teachers know us better than we do at times; they

know our individual strengths and weaknesses and are always there, ready to help us, no

matter how tired they may be or how much work they still have-to do.

For your information, Azhar students usually get into their first or second choice of sixth

form. Every Thursday is form time and since the start of this academic year, Thursdays have

been the time that our form tutors teach us how to do personal statements and prepare for

interviews. The support that I was talking about earlier extends all the way to preparing for

sixth form. The education that we receive here along with the students’ hard-work has

warranted offers from prestigious universities in the past. For example, two students were

awarded places in Oxford universities before. Azhar girls also get into universities such as

Queen Mary, Kings and Imperial. Some of them have become doctors, neuro scientists and

dentists, just to name a few. However, they’re not just ordinary doctors, neuro scientists or

dentists but professionals who also have Islamic knowledge, thanks to Azhar Academy.

Azhar offers clubs after school for those who need help or want to practise what they have

learnt for nearly every subject, to ensure that every student is learning and performing to

their potential. Azhar promotes independent learning which helps us become students with

the skills that we can use anywhere we go.

Apart from that, Azhar also offers many leadership roles such as Tarbiyah mentors and

prefects. A Tarbiyah mentor is someone who teaches students good manners and how to

become good Muslims. Every week, each mentor supports a small group of girls and they

talk about a new topic such as patience or being good to your parents and they all make it

their goal to implement the new lesson in their lives for the next week. A prefect’s duty

ranges from many things, but my favourite role is to watch over salaah when the whole

school prays Zuhr together; it is a very peaceful and beautiful thing to see- another wonderful

opportunity students receive at this school. This strong sense of unity, which is vital to a

healthy school environment, is felt every day when the students line up in rows to pray to

Allah. We learn how to be good British citizen role models while still holding onto our faith

and being good Muslimahs.

I feel that Azhar is a place of opportunity. I personally love maths and due to this I have

been to three or four school wide maths challenges, Alhamdulillaah. There are so many trips

to broaden our learning as Azhar helps all types of learners. For instance, I am a kinaesthetic

learner so I like hands on experiences (which is good because we do dozens of science

experiments) whereas my friend learns by listening so we listen to lots of videos which

enhance our learning.

There is a yearly trip to Oxford where student learn about university life and women in

science, which brings me to my last point. If I were to describe what Azhar does to every girl

that studies here, I would say that the school transforms them into bright, aspired,

independent young ladies, who are not afraid to pursue their goals. Azhar has done so much

for me and I can safely say that it has made me into a better person. I am so grateful for that

opportunity and I hope you will all see what Azhar Academy can do for your daughters

inshaAllaah.

JazakAllaahu khayran

Mahak Polani

AAGS Head Girl 2016/2017

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