|Next review date||05/2021|
Section 1: Introduction
- It is a legal requirement, under section 89 of the Schools and Inspections Act 2006, that all maintained schools must have in place measures to prevent all forms of bullying among pupils, and that these should be part of the school’s behaviour and Anti-bullying policies.
Under The Equalities Act 2010, it requires public bodies to have due regard to the need to:
- Eliminate unlawful discrimination, harassment, victimisation and any other conduct prohibited by the act
- Advance equality of opportunity between people who share a protected characteristic and people who do not share it
- Foster good relations between people who share a protected characteristic and people who do not share it.
1.2 The school operates within a system of golden rules based on rights and responsibilities. At Clarice Cliff Primary we are all responsible for our own behaviour and all stakeholders can use the school ‘Golden Rules’ to help remind us. These can be seen around the school and tell us our code of expected behaviour that applies in all situations.
|Golden rule||Our responsibility|
|Do be gentle||Not to hurt anybody|
|Do be kind and helpful||Not to hurt people’s feelings|
|Do work hard||Not to waste your or other people’s time|
|Do look after property||Not to waste or damage things|
|Do listen to people||Not to interrupt|
|Do be honest||Not to cover up the truth|
1.3 This policy has been written in conjunction with parental questionnaire feedback, staff views and pupil views through the School Council.
Section 2: Aims and objectives
2.1 Bullying is wrong and damages children. We therefore do all we can to prevent it, by developing a school ethos in which bullying is properly understood and regarded as wholly unacceptable.
2.2 We aim, as a school, to produce a safe and secure environment where all can learn without anxiety, and measures are in place to reduce the likelihood of bullying.
2.3 This policy aims to produce a consistent school response to any bullying incidents that may occur.
2.4 We aim to make all those connected with school aware of our opposition to bullying, and we make clear each person’s responsibilities with regard to the eradication of bullying in our school.
Section 3: What is bullying?
Bullying is hurtful or unkind behaviour which is deliberate and repeated. Bullying can be carried out by an individual or a group of people towards an individual or a group. The STOP acronym can be applied to define bullying – Several Times On Purpose.
3.1 DfE guidance defines bullying as “behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally”.
3.2 Bullying can be:
- Emotional – being unfriendly, excluding, tormenting over a period of time
- Physical – pushing, kicking, hitting, punching or any use of violence over a period of time
- Racist – racial taunts, graffiti, gestures
- Religion or belief
- Culture or class
- Peer to peer: is harassment and aggression in which a child intentionally threatens, harms or causes distress to another child, who do not have the ability or resources to help themselves.
- Teacher to student: using their position to threaten, humiliate, verbally abuse, unprofessional remarks, single out pupils in front of other pupils, specifically targeting or criticising an individual pupil on a regular basis.
- Colleague to colleagues: Bullying and harassment means any unwanted behaviour that makes someone feel intimidated, degraded, humiliated or offended. It is not necessarily always obvious or apparent to others, and may happen in the workplace without an employer’s awareness. It could be unlawful harassment under the Equality Act 2010.
- Sexual – unwanted physical contact or sexually abusive comments
- Homophobic/Biphobic – because of, or focussing on the issue of sexuality: is behaviour or language which makes a young person feel unwelcome or marginalised because of their actual or perceived sexual orientation.
- Gender – sexist. The NSPCC has defined sexual bullying as “any bullying behaviour, whether physical or non-physical, that is based on a person’s sexuality or gender. It is when sexuality or gender is used as a weapon by boys or girls towards other boys or girls – although it is more commonly directed at girls.
- Gender – Transphobic bullying is bullying based on prejudice or negative attitudes, views or beliefs about trans people. Language commonly used: tranny, ‘Are you a real boy/girl?’ A girl being teased and called names referring to her as a ‘boy’ or ‘trans’ because she is wearing trousers or ‘boys clothes’.
- Verbal – name-calling, sarcasm, spreading rumours, teasing
- Special Educational Needs (SEND) or disability
- Appearance or health conditions
- Related to home or other personal situation
- Related to another vulnerable group of people – asylum seekers, EAL
- Attacking property – damaging , stealing or hiding someone’s possessions
- Cyber – all areas of internet such as e-mail and internet chat room misuse. Mobile threats by text messaging and calls. Misuse of associated technology, i.e. camera and video facilities
3.3 All forms of bullying will be taken seriously and it is the responsibility of all parties to ensure that the matter is addressed effectively.
3.4 Bullying is not:
- Not liking someone – it is natural that people do not like everyone around them and, as unpleasant as it may be to know someone does not like you, verbal and non-verbal messages of “I don’t like you” are not acts of bullying
- Accidentally bumping into someone – this can happen within the school building and outside at playtime. It is important for teachers and parents to explain that some accidents happen without any bad intention and it is important not to create a big conflict, because it was NOT an act of bullying
- Making other children play things a certain way
- A single act of telling a joke about someone
- Expression of unpleasant thought or feelings regarding others
- Isolated acts of harassment, aggressive behaviour, intimidation or behaviour – anything that happens once is NOT an act of bullying. Parents and teachers pay attention to what children are telling them and find out if things are happening more than once.
Possible signs of bullying:
- Unwillingness to come to school
- Feeling unwell
- A pattern emerging of absence from school
- Unusually sensitive
- Increase in attention from adults
- Decrease in work completed in lesson times
- Unusually quiet or withdrawn
- Aggressive towards other pupils or staff
Section 4: The role of the teacher and support staff
4.1 All staff in our school take all form of bullying seriously, including lunchtime supervisors and office staff, and seek to prevent it from taking place.
4.2 All staff record any significant incidents on ‘My Concern’ that happen in their class and that they are aware of in school. If teachers witness an act of bullying, they will either investigate it themselves or refer it to the headteacher. A bullying incident on ‘My Concern’ is then monitored by the safeguarding team every half term. Any incidents are monitored monthly to ensure any incidents are dealt with effectively. Alongside this, the Anti-Bullying lead will monitor incidents and to amend whole school curriculum priorities accordingly.
4.3 Each classroom has a “worry box” which is introduced at the beginning of the year through PSHE activities. Pupils are encouraged to share any worries or concerns they may have, including bullying, which they feel unable to talk about. Teachers empty the worry boxes each day and address any issues appropriately. This is done either through circle time within the classroom, assemblies, playground strategies or through the school council.
4.4 When any bullying has taken place between members of a class, the teacher will deal with the issue immediately. This will involve:
Fully investigating the situation.
Informal counselling through the Home School Link Worker or another appropriate adult will be offered to the victim.
Time is spent talking to the child who has done the bullying, explaining why their actions are wrong. Appropriate sanctions will be taken dependent on the severity of the bullying (see behaviour policy).
Where a parent has raised the issue, the teacher will report back to the parent regularly so that they are aware of the outcome.
This will be recorded on ‘My Concern’.
4.5 If a child is repeatedly involved in bullying we:
- Inform the headteacher, and in some cases the SENCO.
- We invite the child’s parents or carers into the school to discuss the situation.
- In more extreme cases, e.g. where these initial discussions have proved ineffective, the headteacher may contact external support agencies, such as social care, Co-operative working, PCSO, Youth Affending Team (YAF)
4.6 All members of staff routinely attend training, which equips them to identify bullying and to follow school policy and procedures with regard to behaviour management.
4.7 The school takes part in “Anti-bullying week” annually to raise awareness of how to overcome bullying. The school is also a member of the “Anti-bullying alliance” which supports staff and pupils in raising awareness of anti-bullying issues.
4.8 Teachers and other members of staff are particularly aware of the recent increasing opportunities for “cyber-bullying” through text messages on mobile phones, or on social networking sites on the internet. The school takes steps to make parents and carers aware of the dangers of unsupervised use of mobile phones or the Internet, and to educate pupils about the proper use of modern technologies. Every classroom has an e-safety charter which is created at the beginning of the academic year and is regularly referred to in the classroom.
4.9 Teachers use a range of methods to help prevent bullying and to establish a climate of trust and respect for all. This includes:
- Weekly PSHE sessions from ‘The Jigsaw’ scheme of work, which address the issue of bullying and acceptance of all through drama, stories and role play
- Every year each class creates a class charter outlining the rights and responsibilities of all pupils
- Each classroom has a set of whole school “Golden rules” which the pupils follow
- Assemblies address bullying and respecting others
- Circle time to address classroom issues
- Behaviour Logs are monitored weekly. Early intervention is identified.
- Difference and diversity are celebrated across the school through display, images and books.
- Stereotypes are challenged by all staff across the school
- Worry boxes
- Several members of staff are trained in using “Philosophy for Children” which gives pupils the opportunity to listen to each other
- A range of faiths and cultures are celebrated throughout the curriculum
- Year group overviews and medium term plans of how Anti-Bullying supports the curriculum. Staff regularly review planning.
- A child-friendly anti-bullying policy on display in classrooms, ensures that all pupils understand and uphold the anti-bullying policy
4.10 Following an incident of bullying, staff will continue to monitor the behaviour of the victim and perpetrator for a period of 4 weeks. If no incidents occur, the situation will be reviewed again in 2/3 months to ensure that actions have prevented any recurrence. This will take the form of a pupil interview and views of parents. If incidents continue to occur, the school will continue to work with parents and seek support from outside agencies.
4.11 Sanctions will be applied dependent on the severity of the bullying incident and in line with our behaviour policy. These may include loss of lunchtimes, loss of golden time or meeting with parents. Focussed work may also be completed with the perpetrator for example SEAL activities in order to prevent the incidents from recurring.
Section 5: The role of the Headteacher
5.1 It is the responsibility of the head teacher to implement the school anti-bullying policies and related strategies and to ensure that all staff are aware of the school policy and know how to identify and deal with incidents of bullying. The head teacher reports to the governing body about the effectiveness of the anti-bullying policy on request.
5.2 The head teacher ensures that all children know that bullying is wrong, and that it is unacceptable behaviour in this school. The head teacher draws the attention of the children to this fact at suitable moments e.g. if an incident occurs then this is discussed in assemblies to explain why it is wrong.
5.3 The head teacher ensures that all staff, including lunchtime staff, receive sufficient training to be equipped to identify and deal with all incidents of bullying.
5.4 The head teacher sets the school climate of mutual support and praise for success, thereby making bullying less likely. When children feel they are important and belong to a friendly and welcoming school, bullying is far less likely to be part of their behaviour.
Section 6: The role of the governors
6.1 The governing body supports the head teacher in all attempts to eliminate bullying from our school. The governing body will not condone any bullying at all in our school, and any incidents of bullying that do occur will be taken very seriously, and dealt with appropriately.
6.2 The governing body monitors incidents of bullying that do occur and reviews the effectiveness of this policy regularly. The governors require the head teacher to keep accurate records of all incidents of bullying, and to report to the governors on request about the effectiveness of school anti-bullying strategies.
6.3 A parent who is dissatisfied with the way the school had dealt with a bullying incident can ask the chair of governors to look into the matter. The governing body responds within ten days to any request from a parent to investigate incidents of bullying. In all cases, the governing body notifies the head teacher, and asks her to conduct an investigation into the case, and to report back to a representative of the governing body.
Section 7: The role of parents and carers
7.1 Parents and carers who are concerned that their child might be being bullied, or who suspect that their children may be the perpetrator of bullying, should contact their child’s class teacher or the home school link worker immediately. If they are not satisfied with the outcome of this, they should contact the head teacher. The flow chart (see appendix 1) demonstrates the procedure for reporting bullying. If they remain concerned that their worries have not been taken seriously or acted upon appropriately, they should follow the school’s “Complaints procedure” which is available on the school website.
7.2 Parents and carers should strive to ensure that their child understands the difference between bullying and isolated incidents.
7.3 Parents and carers should be aware of the increasing dangers of “cyber bullying”, through the sending of text messages to mobile phones or the posting of personal information on social networking sites. They should exercise due parental responsibility in supervising their children’s use of phones and the internet.
7.4 Parents and carers have a responsibility to support the school’s anti-bullying policy, actively encouraging their child to be a positive member of the school.
Section 8: The role of pupils
8.1 Pupils are encouraged to tell anybody they trust if they are being bullied, and if the bullying continues, they must keep on letting people know.
8.2 Pupils are encouraged to talk to a responsible adult if they witness someone being bullied. Pupils are encouraged not to take matters into their own hands and not to retaliate.
8.3 Anti-bullying issues are a regular discussion topic at school council meetings. The School Council has created a child-friendly anti-bullying policy (see attached) which they try to ensure is followed through at break times and lunchtimes.
8.5 Pupils must always be honest and truthful when talking about bullying.
Monitoring and review
This policy is monitored on a day-to-day basis by the headteacher, who reports to governors about the effectiveness of the policy on request. The policy will be updated annually and is available to view on the school website, the learning platform, and is available from the school office.