Jabed, I would ask what you want?
I understand that you want children who misbehave (To what degree? And for how long?) to be taught away from other children - in particular i understand that you want them removed from any classroom that your own child might be in, and from any class that you might teach.
However, I am interested in the practicalities of what you suggest. Should there be a 'behaviour screening' in every school shortly after the beginning of statutory schooling? Where are these 'other' children removed to? Is there any possibility of redemption - ie when a child arrives in a primary school (as many do into my school) with no pre-school education and from chaotic home lives, do they get a 'grace' period to conform to the (excellent) behavioural norms of my school? The Reception teacher usually achieves this by October half term each year...is she allowed that time? If an initially 'misbehaving' child - through pre-school experiences, exceptional intelligence or for other reason - starts to conform at a later date, are they 'allowed back' into your 'good behaviour' cohort? Or is there no hope - in which case, what incentive do these children have ever to behave well (bearing in mind that creating a permanent 'behaviour underclass' doesn't exactly deal with the problem - what is needed is routes via which children learn to modify their behaviour, acquire good qualifications that fit them for good jobs and responsible citizenship). And what about the verbal bullying, the absolutely vile non-physical ways in which children can be horrible to one another, which are DEFINITELY not confined to the state sector - do the perpetrators of that also get sent to your 'other place'? Or is that a 'nice' kind of bad behaviour and one which you are willing to tolerate?
Passion for, and knowledge of, a subject is not sufficient to make a good teacher - as a Cambridge graduate, I well know that the best and brightest in their fields do NOT necessarily make the best or most inspiring teachers, regardless of passion and subject knowledge. Successfully imparting knowledge, understanding and skills to children - especially but not exclusively at younger ages - IS more than just having good subject knowledge. And that 'added extra' is not crowd control - it is the ability to teach..
(QTS is a red herring. What matters is that teachers understand how to teach and not just what to teach - and it is easier to measure that using an 'input' model [has everyone received the relevant training] than an 'output' model [that is taken care of through the continuous performace monitoring and observation hat all teachers undergo])