Anti-Bullying Policy

Values and Beliefs

We believe that:

  • All children have the right to feel secure and safe (emotionally and physically) in school.
  • All children are equal regardless of gender, sexual orientation, race, culture, religious belief, socio-economic group, age, physical, intellectual and other ability or disability (see Equal Opportunities and Race Equality policies).
  • We should value all individuals.
  • Children have the right to help and support in order to prevent them from bullying. We will listen to the bullied and the bully.
  • A culture of ‘telling’ helps prevent bullying. Silence plays into the hands of bullies.
  • Parents are vital and active partners in our learning society and in our anti- bullying campaign.
  • Violence and retribution solve nothing and will not be tolerated.
  • All children should communicate with respect.

 

Bullying, in any form, will not be tolerated. The aims of our policy are based on our values and beliefs.

 

Aims

The aims of this policy are to:

  • Reduce the number of incidents of bullying so that students can look forward
  • with ambition.
  • Build an anti-bullying ethos.
  • Encourage a culture of:
  • Zero tolerance, by children and parents to bullying therefore learning for success.
  • Telling and communicating with respect.
  • Raise awareness of bullying issues by identifying:
  • Types of bullying
  • Strategies that can be used by children, staff and parents to deal with bullying and therefore take responsibility for progress by being an active partner in a learning society.
  • Encourage parents to be active partners in our anti- bullying campaign.
  • Ensure that staff are vigilant and responsive to bullying.

 

What is Bullying?

Bullying is a series of actions that are:

  • Deliberately hurtful (including aggression)
  • Repeated, often over a period of time
  • Difficult for victims to defend themselves against.

 

Bullying can take several forms, but three main types are:

  • Physical – hitting, kicking, taking belongings
  • Verbal – name calling, insulting, making offensive remarks
  • Indirect – spreading nasty stories about someone, exclusion from social groups, being made the victim of nasty rumours, sending offensive, abusive or threatening e-mails or text messages.

 

 The following information outlines examples of bullying. This list is not exhaustive. We will take seriously, and deal with, any of the following incidents or those not listed here that we perceive to be deliberately hurtful.

 

1. Bullying by race, gender, sexual orientation or disability

2. Racist bullying

“..Any incident which is perceived to be racist by the victim or any other person”. (MacPherson Report, 1999)

 

Incidents can include:

  • Verbal abuse by name calling, racist jokes and offensive mimicry
  • Physical threats or attacks
  • Sending offensive text messages or e-mails
  • Wearing of provocative badges or insignia
  • Bringing racist leaflets, comics or magazines
  • Inciting others to behave in a racist way
  • Racist graffiti or other written insults – even against food, music, dress or customs
  • Refusing to co-operate in work or in play.

 

3. Sexual Bullying, including Homophobic bullying

Sexual bullying affects boys and girls. A case of proven sexual assault is likely to lead to the exclusion of the perpetrator.

Sexual bullying can be characterised by:

  • Abusive name calling
  • Looks and comments about appearance, attractiveness, emerging puberty
  • Sending offensive or suggestive text messages or e-mails
  • Inappropriate and uninvited touching
  • Sexual innuendoes and propositions
  • Pornographic material, graffiti with sexual content
  • In it’s most extreme form, sexual assault
  • The use of the word ‘gay’.

 

Sexual bullying can also be related to sexual orientation. Children do not necessarily have to be lesbian, gay or bi-sexual to experience such bullying.

Bullying of children with Special Educational Needs or disabilities

  • Abusive name-calling
  • Looks and comments about intellectual ability
  • Refusal to co-operate in work or play
  • Comments directed at Teaching Assistant (TA)

 

Cyber Bullying

Cyber bullying can be defined as: „the use of Information and Communications Technology (ICT), particularly mobile phones and the internet, deliberately to upset someone else.

Cyber bullying takes different forms:

  • threats and intimidation;
  • harassment or “cyber-stalking” (e.g. repeatedly sending unwanted texts or instant messages);
  • defamation;
  • exclusion or peer rejection;
  • impersonation;
  • unauthorised publication of private information or images (including what are sometimes misleadingly referred to as ‘happy slapping’ images);
  • manipulation.

Some cyber bullying is clearly deliberate and aggressive, but it is important to recognise that some incidents of cyber bullying are known to be unintentional and the result of simply not thinking about the consequences. What may be sent as a joke, may not be received as one, and indeed the distance that technology allows in communication means the sender may not see the impact of the message on the receiver. There is also less opportunity for either party to resolve any misunderstanding or to feel empathy. It is important that children are made aware of the effects of their actions.

 

  • This policy should be read in conjunction with our ICT policy.

 

Strategies used to combat bullying

Redcastle Family School takes reports of bullying very seriously.

  • We will support both the victim and the bully. Bullying harms and damages relationships. We will fully investigate all reports of bullying. Questions we will ask include-  What happened? Who has been harmed / affected? What do we need to do to repair the harm? It is important that the bully understands that he/she is part of our community, that they are valued, but that their behaviour is not acceptable. Parents of bullies and those being bullied will be informed
  • Teaching. During assemblies and PHSE learning sessions we will discuss and explore bullying issues with the children. We will also teach children to safely use technology (including mobile phones, email, internet).
  • Screening. All website accessed in school are screened. This software screens the language used in all documents, emails and websites. Rude or offensive emails, websites, documents are sent to the Headteacher. Action will be taken and recorded.
  • Effective recording systems. All reports of bullying or harassment will be recorded in the incident book (kept in the staff room)The Headteacher will review the logged incidents termly, and collect evidence by saving e-mails or text messages. We will listen carefully to children and allow them to express views and opinions.
  • We will work with multi-agency teams including Police and Children’s Services as appropriate.
  • We will contact the parents of both the child being bullied and the bully.
  • We will provide support for staff through staff training as needed.
  • We will challenge sexual content within verbal abuse especially challenging the word ‘gay’ and other homophobic language.
  • We ensure that the children are well supervised at all times.
  • We teach the children that it is correct to say no and to ‘tell’ and seek help
  • Leaflets for pupils and parents are available in reception.

 

Sanctions

If pupils do not respond to our preventative strategies, sanctions detailed in our Behaviour Policy will be applied:

 

Pupils or Parents Reporting Bullying

We encourage children and parents to speak out against bullying stressing that silence gives power to bullies. This is promoted by all members of staff and governors in lessons, assemblies and play times.

 

Actions

  •  In the first instance children and parents will be offered an immediate opportunity to tell / contact a member of staff.
  • Statements will be taken
  • Staff will reassure the pupil
  • Continuous support will be offered. The child’s self-esteem and confidence may need to be restored.
  • If the situation is not resolved then the Headteacher will be informed.
  • All incidents will be recorded in the incident book, kept in the staff room.

 

In dealing with a report from a parent, we will:

  • Recognise that the parent may be upset or angry, allow the parent / carer to talk and express their concerns
  • Remain calm and understanding.
  • Keep an open mind – bullying can be difficult to detect.
  • Make it clear that the school does care and that something will be done.
  • Ask for details and record the information in the incident book.
  • Explain the school policy, making sure procedures are followed.
  • Follow up with staff to ensure appropriate action has been taken and that the school policy has been implemented.
  • Make a further appointment to explain actions and find out if it has stopped.

 

Resources and Information

www.childline.org.uk telephone 0800 1111

www.nspcc.org.uk/homepage2/schools/bullying

www.bullying.co.uk/children/pupil_advice

www.luckyduck.co.uk

www.dfes.gov.uk/research

www.coastkid.org

 

 

This policy will be reviewed with the staff and Governors annually.

 

 

 

Appendix 1

Bullying & Harassment  Incident record

 

Date report filed  
Name of person reporting incident
Details of person being bullied/harassed
Location of incident 

 

Details of people involved

Name Age m/f Ethnic Origin In care? Role (ringleader/witness/assistant/bystander/victim *level of involvement
 
 
 
 

*levels of involvement – 1 = very involved. 2=involved, 3=slightly involved. 4= only indirectly involved

 

Details of incident –  tick as appropriate

 

Physical aggression Name calling/teasing Damaging or taking possessions Spreading nasty rumours/nasty notes
Deliberate excluding Texting Threat Extortion

 

Frequency and duration of racist behaviour – tick as appropriate

Once or twice   Persisting throughout 2 months
Several times each week   Persisting for more than a year

 

Continued overleaf

 

 

 

 

Other notes on incident (including any relevant previous behaviour)

  
  

 

Check List  – tick as appropriate

Checked  for incidents involving the same person Individual discussions with people involved Follow up date set Action agreed with perpetrator
Notified parents/carers Discussion with group of people involved Action agreed with victim Notes and other comments  are attached

 

Other actions –  tick as appropriate

Medical treatment required   Referred to other agencies
Police involvement   Specific report from staff attached

 

Details of action agreed with people involved (and parents/carers)

  
  
Completed by  Date Checked by: Date:

 

Follow up review dates and interventions

  
  

 

Outcomes of follow up and further actions taken

 Has the bullying stopped?  Yes/No  
Who  What When Outcome
        

Andoversford Primary School

Appendix 2

Racist  Incident record

 

Date report filed  
Name of person reporting incident
Details of victim 
Location of incident 

 

Details of people involved

Name Age m/f Ethnic Origin In care? Role (ringleader/witness/assistant/bystander/victim *level of involvement
 
 
 
 

*levels of involvement – 1 = very involved. 2=involved, 3=slightly involved. 4= only indirectly involved

 

Details of incident –  tick as appropriate

 

Physical aggression Verbal abuse Damaging or taking possessions Spreading nasty rumours/nasty notes
Deliberate excluding Texting Threat Extortion

 

Frequency and duration of racist behaviour – tick as appropriate

Once or twice   Persisting throughout 2 months
Several times each week   Persisting for more than a year

 

Continued overleaf

 

 

 

 

Other notes on incident (including any relevant previous behaviour)

  
  

 

Check List  – tick as appropriate

Checked  for incidents involving the same person Individual discussions with people involved Follow up date set Action agreed with perpetrator
Notified parents/carers Discussion with group of people involved Action agreed with victim Notes and other comments  are attached

 

Other actions –  tick as appropriate

Medical treatment required   Referred to other agencies
Police involvement   Specific report from staff attached

 

Details of action agreed with people involved (and parents/carers)

  
  
Completed by  Date Checked by: Date:

 

Follow up review dates and interventions

  
  

 

Outcomes of follow up and further actions taken

Has the racist behaviour stopped?  Yes/No  
Who  What When Outcome