1. 1
COMMUNITY AGREEMENT
The Community Agreement at The British School Quito is derived from an understanding
of the Rights and Responsibilities of each member of the School community. Rights and
Responsibilities are derived from the School’s Core Beliefs, which in turn are derived
from the School’s Vision and Mission Statements, and are modelled on the IB Learner
Profile.
THE BRITISH SCHOOL QUITO
Our Vision
BSQ will be a leading centre of individual excellence, within Latin America,
providing the foundations for lifelong learning and success within a global context.
Our Mission
We are a dynamic learning community that provides a personalised and holistic
education for both Ecuadorian and International students, that is both British focused and
internationally minded, delivered by inspirational, intercultural learning leaders.

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3. 3
CORE BELIEFS
At BSQ we are roles models of our values and are committed to being:
Principled
• Honest
• Respectful
• Fair
• Concerned for others
• Values focused
Internationally Minded
• Fosterers of cultural understanding
• Global citizens
• Celebrators of cultural diversity
• Innovators
• Critical thinkers
• Inclusive
Lifelong Learners, Committed to Excellence
• Inquirers
• Risk takers
• Reflective
• Motivators
• Inspirers
• Achievers of personal excellence
• Engaged learners
• Creative thinkers
Focused on Personal and Emotional Wellbeing
• Balanced in our approach to life and learning
• Caring
• Creators of a positive difference in others´ lives
• Actively involved in Community, Action and Service
• Self-confident
• Assertive
• Proactive
• Safe
• Understanding of the positive impact happiness has on us and others
Team Players
• Active listeners
• Open-minded
• Creators of positive resolutions
• Supportive
• Collaborative
• Inclusive
• Open communicators
Builders of a Sustainable Future
• Careful users of resources
• Advocators for a safe world
• Committed to sustainability

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STUDENTS' RIGHTS AND RESPONSIBILITIES
Each and every student who has been successfully matriculated into, and enjoys the privilege of attending, The
British School Quito, has the RIGHT to learn, develop and maximise their potential in a challenging, safe, happy
and conducive environment. Children and families have the right to expect this, and teachers, administrators and
all other members of the community, including students, have the responsibility to enable this.
In order for all members of the BSQ community to fully capitalise on their RIGHTS, we believe that they also
share RESPONSIBILITIES in the community. The full school community of children and students, their parents
or guardians, teachers, administrators and anyone else connected with the school, have the right to expect that
everyone else in the community meets their responsibilities.
RIGHTS and RESPONSIBILITIES go hand-in-hand, and are governed by the school's CODE OF
CONDUCT. Students have Rights and Responsibilities, as do Teachers and non-teaching staff at the School,
and Parents. These Rights and Responsibilities may differ, but all are clearly described.
STUDENTS’ RIGHTS AND RESPONSIBILITIES
As a consequence of accepting the privilege of being a student at The British School Quito:
RIGHTS RESPONSIBILITIES
I have the right to attend The British
School Quito.
I have the responsibility to promote the Core Beliefs of the School
and to stand by its Code of Conduct. I have the responsibility to
participate in any processes which affect my interests and my rights
at School. I have the responsibility to wear the school uniform
correctly and with pride.
I have the right to be who I am, to be
happy and to be treated with
understanding, respect, courtesy and
equality.
I have the responsibility to treat others politely and with
understanding, to respect them as individuals and not to pick on
them, tease them, hurt their feelings or persecute them for being
different to me (whether it be gender, race, customs, sexual
preference, language, religion or appearance). I have the
responsibility to respect the teachers and staff.
I have the right to expect positive
recognition of my successes. I have the
right to be disciplined, if it is necessary,
in a respectful and considerate way,
consistent with the School's Code of
Conduct.
I have the responsibility to achieve the very best of which I am
capable and I am responsible for my own actions, choices and
words, and will accept appropriate consequences.
I have the right to enjoy and profit from a
diversity of cultures, backgrounds and
perspectives, and to build and celebrate a
culture based on internationalism.
I have the responsibility to be tolerant of, and try to understand all
cultures, languages, religions and perspectives which differ from
mine, and which contribute to the diversity of the community.

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I have the right to maximise my potential
and to achieve excellence in class time
and during other organised school
activities.
I have the responsibility to follow classroom rules and the student
code of conduct. I have the responsibility to participate in a positive
manner in all school activities and not to behave in a way that
interferes with other students’ right to learn or my teachers’ right to
teach.
I have the right to listen and be listened
to.
I have the responsibility to listen to and respect the participation of
other members of the community.
I have the right to be safe.
I have the right not to be offended at
school by sexist, racist, pornographic or
other offensive language, materials or
behaviour.
I have the responsibility to make the school a safe place for myself
and others by:
 observing the health and safety rules agreed by the school, in
and outside the classroom and especially when using specialist
facilities or equipment;
 always being in the right place at the right time;
and by not:
 threatening, harming anyone in any way;
 using offensive or abusive language;
 behaving in a dangerous manner;
 bringing weapons or fireworks or other dangerous items to
school;
 bringing any sexist, racist, pornographic or other offensive
materials to school or behaving in such a manner.
I have the right to expect my property to
be safe.
I have the responsibility to take good care of my own property and
not to steal, damage, destroy or interfere with the property of others
or the property of the school. I have the responsibility to be honest,
to hand in lost property and report irregularities.
I have the right to a pleasant, healthy,
clean, tranquil and well-maintained
school environment.
I have the responsibility to care for the school environment, not to
litter school premises, deface or damage furniture, rooms or
equipment, or in any way make the environment dangerous,
offensive or less attractive. I have the responsibility to assist in
removing litter and rubbish, and to report any issues of danger in
the school buildings and grounds.
I have the responsibility for my own personal hygiene and
presentation, including following the dress and uniform code in
Secondary, and not to do unhygienic things such as interfering with
others’ food and drink. I have the responsibility not to use, or
encourage others to use, tobacco, alcohol or drugs. I have the
responsibility to not make inappropriate noise.
I have the right to expect the local
community to support, respect and have
pride in our school
I have a responsibility to show my pride of the school and worth to
the outside community, by my conduct away from school. This
applies to my travel to and from school, community service work
experience, trips, and any activities carried out in the school’s
name.
I have a right to be informed as to what is
happening at school.
I have a responsibility to carefully listen to or read instructions,
listen at assemblies, take home parent letters and notes, regularly
consult my school e-mails and other digital media used by the
school, and to make it my business to find out what I need to know.

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THE STUDENT PROFILE
A successful student of The British School Quito models and benefits from their rights within the school
community and is recognised for this, but also understands and meets all their responsibilities, accepting any
consequences for not doing so.
CODE OF CONDUCT FOR STUDENTS
The CODE OF CONDUCT is agreed upon and then published for the purposes of providing clear guidelines and
a framework, and identifying procedures for the management of rights and responsibilities in the community. The
CODE OF CONDUCT is intrinsically allied to the previously agreed rights and responsibilities, and conveys the
manner in which students should be helped to become models of the Student Profile.
STARTING POINT
All student members of the BSQ community, at the earliest possible moment, should expect positive recognition
for accomplishing or exceeding expectations, and will be given opportunities to reflect on their behaviour when
they do not meet these expectations.
POSITIVE RECOGNITION AND REWARDS
The school aims to promote the Student Profile and its expectations of students by positively recognising and
making known high standards of learning and exemplary collaboration and behaviour.
Examples of expectations which might receive positive recognition, are:
High standards of learning
 Consistently good work or sustained effort in learning
 An outstanding piece of work, which might be particularly creative or insightful
 A marked improvement in learning
 Successful mentoring of another student
Exemplary collaboration and behaviour
 Respect for and valuing the individual, recognising strengths and caring for self and others
 Helpful, polite and courteous behaviour
 Pride in oneself, others, the community and the environment
 Team work
 Self-discipline
 Responsibility to others
 Service to the community while representing the School
 Unwillingness to accept intolerance, discrimination and anti-social behaviour in the community
 Honesty and integrity
 Tolerance, sensitivity and compassion towards others
 Consistently demonstrating the attributes of the IB Learner Profile and/or the School's Core Beliefs.

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Examples of positive recognition at The British School Quito
Possibilities for positive recognition of high standards of learning and/or exemplary collaboration and behaviour
include:
 Verbal or written praise or recognition from teachers or other members of the community, to students
and/or their parents
 Awarding of distinctions which contribute to the inter House Competition, and may be displayed in
classrooms
 Awards, such as book tokens and CD’s for accumulative distinctions
 Notes in the School Bulletin
 Special privileges
 Awarding of certificates during Secondary Assemblies for all areas of school activity; academic, extra-
curricular, Community Service, Leadership, School representation; and including Tutors’ certificates and
the Director’s Certificate
 Whole class recognition, including awards in the Secondary Assemblies and special celebrations away
from the school campus
 Prize giving awards, including for academic subjects, academic improvement, community service and
sports
 High conduct grades in school reports
 Duke of Edinburgh Awards for students who complete the requirements
 CAS awards for students who consistently engage in a variety of extra-curricular activities across the
three development areas of Creativity, Action and Service
 Excellent references for leaving students applying for University placements and scholarships
CONSEQUENCES FOR NOT MEETING RESPONSIBILITIES, AND SANCTIONS
Individual behaviour is best thought of as individual choice of action. Almost always, actions are positive,
considerate and beneficial for self and the community. Occasionally behavioural choices are inappropriate.
Whatever the choice was, it was an individual’s choice at the time and any sanction or action made by the school
should focus upon the individual.
EARLY RESOLUTION OF INAPPROPRIATE BEHAVIOUR (Level 1)
Most cases of inappropriate behaviour will be happily resolved between a teacher and a student, or between two
students, immediately and amicably, and without the need to enter into a formal process, or for sanctions.
MORE SERIOUS INAPPROPRIATE BEHAVIOUR (Levels 2, 3 & 4), REQUIRING SANCTION
In a case of more serious or repeated inappropriate behaviour, a formalised record of the events will be made and
the response will follow these steps:
1. A Reflection will be written
2. Acknowledgement of responsibility will be expected
3. An agreement will be made about the appropriate Sanction, if a sanction is necessary
4. A Behaviour Plan will be developed in more serious cases, usually for level 3 and always for level 4
5. The Behaviour Plan will be Monitored (followed up)
Though this response can be accomplished independently, it often requires the help, guidance and support of a
mentor student, or a Tutor or other teacher, or the school Counsellor, or a Coordinator, or a parent or adult of

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choice. A student has the right to ask for this help. The response, most especially any sanctions which are agreed
to be necessary, must be consistent with the guidelines agreed upon by the whole community.
1. Reflection
A personal reflection (or time out) within or in another class or office may be given to a student who needs time
to reflect upon a situation, incident or behaviour. A personal reflection gives time to the teacher and the student to
stop and reflect before continuing with a dialogue about the incident or behaviour. The reflection should examine
the choice of behaviour and consider what the more acceptable alternatives might have been. A written reflection
also provides for an opportunity to keep a record of a student’s version of an incident.
2. Acknowledgement
Acknowledgement of responsibility for an incident of inappropriate behaviour is fundamentally necessary in
order to apply the proper sanctions which are consistent with the seriousness of the incident, and to make a
meaningful behaviour plan, if it is necessary. A student will be encouraged to make this acknowledgement. A
sincere and honest acknowledgement of responsibility may be taken into account when a sanction is decided.
In some cases a student may find it difficult to acknowledge responsibility for an incident of inappropriate
behaviour and, at such a time, the teacher or school authority who is dealing with the incident, may request the
assistance of another adult such as the Tutor, or Counsellor, or higher school authority, or a parent.
3. Sanctions
The need for, the implementation and the level of sanctions will be consistently applied, according to the
seriousness of the inappropriate behaviour:
MINOR INCIDENT/FALTA LEVE (Level 2)
This type of inappropriate behaviour, either inside or outside the classroom, is characterised in
general by the fact that it affects only the student involved, and results in a sanction which can be
managed by any individual teacher.
Level 2 inappropriate behaviour might include breaking of some rules such as those applying to Lockers,
Devices, Bags and Personal Belongings, School Uniform, Sunsmart Policy, litter, as well as class-related
incidents – not delivering an assignment, lack of organization, arriving to class late or without all the
correct materials, a minor class behavioural incident, not speaking in the language of instruction for the
class (Spanish in classes where the language of instruction is English and vice versa, speaking in English
when the language of instruction is Spanish) etc.
Sanctions which can be applied by an individual teacher include: short, break or lunch-time detentions
(time which should be used for reflection and/or making good any missing assignments); helping to clear
up break or lunch time litter, or classrooms; loss of privileges; white (voluntary) Report Card; etc.
Even though teachers deal with minor incidents without the assistance of, or referral to a higher authority,
each incident will be reported (in SchoolBase). This enables a Tutor and/or a Coordinator to see and take
action if the inappropriate behaviour is repeated or shows a trend. Parents can be informed if it is
appropriate. A Level 2, Minor Incident of inappropriate behaviour will be judged against the rubric for
grading Conduct, and may affect the conduct grade.
A Behaviour Plan, agreed between the student and teacher, may be useful but will not customarily be a
consequence of a Level 2, Minor Incident.

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SERIOUS INCIDENT/FALTA GRAVE (Level 3)
This type of inappropriate behaviour, either inside or outside the classroom, is characterised in
general by the fact that it affects the rights and expectations of other members of the community,
and requires the participation and approval of a higher authority, such as a Head of Section. The
Head of section as well as the member of staff directly responsible for the classroom or who made
the referral will be responsible for applying the steps for management of the behaviour, the correct
level of sanction and informing parents.
Level 3 inappropriate behaviour might include repeated Level 2 behaviours; deliberate disregard for
essential rules; disrespect to another member of the community; inappropriate physical contact with
another member of the community; abusive or foul language; damage to property; coercion; theft;
dishonesty; sale of goods inside school; invasion of another student’s property such as a locker; not
arriving to timetabled lessons and exiting lessons and not returning; unwarranted interference in a
teacher’s right to teach and another student’s right to learn, etc. A Level 3 incident might be classified as
Level 4, depending on the gravity and context of the situation.
Sanctions which can be recommended by a teacher and applied by a Head of Section or other higher
authority, include: Head of Section (HoS) Detention, which is recorded on a student’s final report and
served after school at a time decided by the school; Green or Orange Report Card; short, in-school or out-
of-school (home) removal from classes (suspension); loss of privileges; etc.
When a student returns to school after any sort of suspension from classes, it must be with a signed letter
of commitment, which includes details of the Behaviour Plan which has been agreed.
The incident will be reported fully (in SchoolBase) and the parent(s) or guardian(s) will be informed of
the incident and the way in which it has been dealt with, and the sanction.
During a meeting with the Head of Section to resolve a Level 3 incident, a student may request the
support of their tutor or another chosen teacher. This teacher may be elected by the student from teachers
who are available at the time.

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VERY SERIOUS INCIDENT/FALTA MUY GRAVE (Level 4)
This type of inappropriate behaviour is characterised in general by the fact that it is contrary to
fundamental values of the whole community, and requires a referral to the Head of Section who
will consult with the director in order to apply the steps for management of the behaviour, the
correct level of sanction and informing parents and any other relevant community members.
Level 4 inappropriate behaviour might include: repeated Level 3 behaviour; possession or distribution of
drugs or alcohol or firearms and weapons on school property; distribution of pornographic material in
school; inappropriate physical interference with another student that undermines the other students
autonomy, physical violence; bullying; extreme disrespect to another community member; malicious and
intended damage to another student’s property or to the school’s property; serious damage to the
reputation of the school; etc.
Sanctions which can be applied by the Head of Section or Director can include: application of a Red
Report Card; short or long term suspension from school; expulsion from school; denial of admission
(matricula) for the following year; etc. The actions available to be taken by the Head of Section or
Director will follow legal guidance and might include informing the Ecuadorian Ministry of Education
and/or police authorities.
During a meeting with the Head of Section to resolve a Level 4 incident, a student may request the
support of their tutor or another chosen teacher. This teacher may be elected by the student from teachers
who are available at the time.
The Head of Section or Director will involve parents in the management of such an incident, as early as
possible, although it might be necessary to take immediate disciplinary action and inform and meet with
parents later.
4. Behaviour Plan
A Behaviour Plan will result from any incident of inappropriate behaviour on level 4, and possibly when
appropriate from a Level 3 incident. The Plan will be written, signed by the student involved and his/her
parent(s) or guardian(s), and by the teacher or Tutor or Coordinator or authority who has managed the
incident. The Plan will be recorded so that it can be referred to and will be shared with anyone in the School
who will help in its monitoring. The Behaviour Plan will usually state a period of time during when it will be
reviewed and finally terminated, if accomplished. In order to support the Behaviour Plan, regular meetings
with the School Counsellor may be necessary, and also support outside school may be required
5. Monitoring and follow-up of the Behaviour Plan
After a specified period of time, the Behaviour Plan will be reviewed by the student with the appropriate
teacher(s) or Tutor or Coordinator or the Director. If successfully accomplished, the Plan may be terminated.
COMPLETION
Although an incident of inappropriate behaviour at Levels 2, 3 or 4 will remain on the school records, once the
sanction is completed and the Behaviour Plan is accomplished, a student may be deemed to have absolved
themselves from the incident, and should not encounter any further prejudice or consequences, unless similar
inappropriate behaviour is repeated.