St John the Evangelist CE Primary School Anti-Bullying Policy Introduction At St John the Evangelist Primary School we firmly believe that every child in our care has the right to feel safe, secure and happy in school and in all school activities. One of our core Christian values is respect and we have a strong commitment to developing consideration for all and behaving well. We recognise the seriousness of all forms of bullying and the deeply damaging impact it can have on those involved. We recognise the value of talking about bullying and of equipping everyone with strategies for dealing with bullying should they encounter it. Aims We aim, as a school, to produce a safe, supportive, caring and secure environment where all can learn without anxiety or fear of being bullied by: Creating an atmosphere in which children feel safe and are supported by teachers, all adults and their peers Developing a partnership with parents where both home and school work together showing good manners and respect for other people. Positive role models and through reflection in our collective worship Supervised playtimes, classrooms, cloakrooms and corridor Consistent implementation of our school (Good Behaviour Game) rules in the playground and classrooms Building a sense of individual identity and worth Developing empathy and high self esteem Ensuring the rights of all children are met Making sure all children are valued and their needs are met through the academic and pastoral curriculum Promoting positive behaviour and self discipline through our behaviour policy and concern and respect for others through our caring ethos Advising children/adults to “tell someone” and not tolerating bullying behaviour Having clear processes and procedures for, dealing with and recording any incidents Ensuring children, staff and parents are informed of incidents and “kept in the loop” Supporting all parties involved including both the “victim” and the “bully. Motivating children to want to be part of a caring school community and change negative behaviours. Our school community Discusses, monitors and reviews our anti-bullying policy on a regular basis Supports staff to promote positive relationships and identify and tackle bullying appropriately Ensures that children are aware that all bullying concerns will be dealt with sensitively and effectively; that children feel safe to learn; and that children abide by the anti-bullying policy Reports back to parents/carers regarding their concerns on bullying and deals promptly with complaints. Parents/ carers in turn work with the school to uphold the anti-bullying policy Seeks to learn from good anti-bullying practice elsewhere and utilises support from the Local Authority and other relevant organisations when appropriate. Has created information leaflets for parents and children and signed an Anti-Bullying Charter. Definition of bullying Bullying is “behaviour by one or more people which goes on for a while or happens regularly, with the deliberate intention of hurting another person, either physically or emotionally”. It involves someone (or several people) who are stronger in some way than the person being bullied (have more power or have some hold over the target). There are 3 main types of bullying which are: (i) physical (hitting, kicking, stealing) (ii) verbal (name calling, teasing, racist remarks, making unkind comments about other peoples work) (iii) indirect (spreading rumours, excluding, making gestures, turning away from people). Bullying can also include: Inappropriate text messaging and emailing; sending offensive or degrading images by phone or via the internet. We recognise the specific guises and problems associated with
Anti Bullying Policy November 2012
cyber-bullying and teach our children how to stay safe. We provide information for parents on the nature and risks of cyber-bullying and on how to help protect and inform their children. We note that Bullying could potentially take place anywhere in the school or outside of school. Anyone has the potential to be a bully, just as anyone can be bullied Bullying is not a one off argument or fight A friend sometimes being nasty An argument with a friend
Forms of bullying covered by this Policy People are bullied for a variety of reasons. Bullying can happen to anyone. This policy covers all types of bullying including: Bullying related to race, religion or culture Bullying related to special educational needs or disability Bullying related to appearance or health conditions Bullying related to sexual orientation Bullying of young carers or looked after children or otherwise related to home circumstances Sexist or sexual bullying Cyber-bullying This policy also covers the bullying of school staff, by children, parents or other staff. We encourage and support all members of our school community to report bullying and are committed to finding solutions that work. This policy relates closely to our Safeguarding, Behaviour, Confidentiality, Dignity at Work and Complaints policies.
Our Whole School Approach Our approach to tackling bullying is both preventative and reactive. We use the SEAL materials and approach to develop self awareness, personal management of feelings, motivation, empathy and social skills in all our children. We actively teach children strategies and skills to create positive relationships and the necessary skills for coping with potential bullying behaviour. Our work using the Say No to Bullying theme focuses specifically on the bullying that sometimes happens between children, on the feelings involved and on the varied roles that people take on within bullying situations. We also understand that the same child can adopt different roles at different times, or indeed at the same time. The ring-leader, the person who through their social power can direct bullying activity. Assistants/associates who actively join in the bullying (sometimes because they are afraid of the ring-leader). Reinforcers who give positive feedback to the bully, perhaps by smiling or laughing. Outsiders/bystanders who stay back or stay silent and thereby appear to condone or collude with the bullying behaviour. Defenders who try and intervene to stop the bullying or comfort children who experience bullying. This policy aims to produce a consistent school response to any bullying incidents that may occur. Staff are trained in managing their own and others feelings (TEAMTEACH which includes training on de-escalation strategies. Support from outside agencies is sought when necessary to work with individual cases (see our safeguarding policy).
Anti Bullying Policy November 2012
Identifying and responding to bullying We: Work with staff and outside agencies to identify all forms of prejudice-driven bullying Are pro-active in early identification of pupils who may be at risk Use data e.g. deteriorating attendance, poor punctuality, lack of progress and diminishing achievement as potential indicators of vulnerability to, or suffering from bullying Consider emotional, behavioural and physical problems as potential signs of bullying. Actively provide systematic opportunities to develop children’s social and emotional skills, including their resilience Consider opportunities for addressing bullying including through the curriculum, through displays, through peer support and through the School Council or Healthy Schools Group Train all staff to identify bullying and follow the anti-bullying policy and procedures. Carefully select appropriate strategies and external support where this is needed (see Safeguarding Policy) Procedures for investigating and dealing with bullying incidents All members of staff will investigate any incident between pupils using the following strategies: Never ignore suspected bullying Don’t make premature assumptions Listen carefully to all accounts- several pupils saying the same thing does not necessarily mean they are telling the truth Adopt a problem – solving approach which moves children on from justifying themselves Record the incident in the relevant lunchtime/playtime book or class book or on SIMs. If appropriate: The Class teacher or a Senior Member of Staff will interview the children involved separately. If a bullying incident is identified: appropriate action will be taken which will be: - time to discuss the situation as soon as possible - setting agreed targets - immediate support and help for the child who has been bullied by putting agreed procedures into operation and trying to empower them through nurturing or circle of friends as appropriate - making the unacceptable nature of the behaviour clear to the child who has bullied - consequences clear to the bully immediately eg time off the playground, or time out of activities in class - support for the “ bully” to change their behaviour in future and consequences of any repetition clear - checking bullying has not resumed and a follow – up meeting after two weeks and again in the future if required the headteacher will be informed parents of all children involved will be informed by the teacher or senior member of staff and review meetings held two weeks later all staff involved will keep each other informed of progress or decisions made a record will be made of the date of incidents, the action planned and taken to stop the bullying We investigate all incidents of bullying that occur in and out of school. The role of the teacher and other support staff Teachers, teaching assistants, lunchtime staff and support staff in our school take all forms of bullying seriously, and intervene to prevent incidents from taking place as far as possible. If teachers or other members of staff witness or hear of an act of bullying, they do all they can to support the child who is being bullied and use the procedure above to prevent bullying occurring again. We may invite either or both sets of the child’s parents into the school to discuss the situation and share the support activities/consequences undertaken by their child to address the issue. Teachers support all children in their classes by establishing a climate of trust and respect for all. By praising, rewarding and
Anti Bullying Policy November 2012
celebrating the success of all children, we aim to prevent incidents of bullying. Teachers keep a log of incidents in a class book, more serious incidents are logged on SIMS. The role of parents Parents who are concerned that their child might be being bullied, or who suspect that their child may be the perpetrator of bullying, should contact their child’s class teacher immediately. Following this, if parents are still unhappy they should contact the headteacher to discuss ways forward. Parents have a responsibility to support the school’s anti-bullying policy and to actively encourage their child to be a positive member of the school. The role of the Senior Staff in Foundation Stage/Year 1, Year 2/3, Year 4/5 and Year 6 Senior staff will support class teachers and children in their phase when an incident of bullying occurs. They act as role models and share best practice in preventing/dealing with bullying with children in their age group. They make sure procedures are followed and will talk with parents either themselves or with the class teacher. They keep the headteacher informed of incidents and where appropriate the headteacher will meet parents. The PSHE co-ordinator monitors that the PSHE curriculum is delivered in all classes so that children learn about the social, emotional, aspects of learning and behaviour. They may encourage or lead a class discussion with other children about why this behaviour was wrong and how the children can move forward. The role of the headteacher It is the responsibility of the headteacher to implement the school anti-bullying strategy and encourage all staff to model positive relationships ensure all staff are aware of the school policy and know how to deal with incidents of bullying and their roles and responsibilities in preventing and responding to bullying. ensure all children know that bullying is wrong, and that it is unacceptable behaviour in this school. to set the school climate of mutual support and praise for success, so making bullying less likely. to seek to continually develop best practice based on knowledge of what works to implement more serious consequences for bullying eg. warning from police or exclusion to be available to discuss bullying incidents with parents to monitor bullying incidents on a termly basis and report to governors and staff to act when bullying is reported outside school. ( see Education and Inspections Act 2006 Headteacher’s power to regulate pupils behaviour when off site. “When bullying outside school is reported to school staff, it should be investigated and acted upon”).
The role of governors The governing body supports the headteacher in all attempts to eliminate bullying from our school. The governing body monitors the reports of bullying incidents every 6 weeks and evaluates provision annually. Governors analyse of incidents linked to gender, age and ethnic background of all children involved in bullying incidents.
Monitoring and review of policy We will review this Policy at least once every two years, more often if there is an identified need to do so. Children, staff and parents will be involved in reviewing and developing ongoing anti-bullying work.
Reviewed: November 2012
Next review: November 2014
Anti Bullying Policy November 2012
Appendix 1 Action Plan Form to complete when bullying has been identified
Actions to prevent recurrences of bullying Agreed targets – Child subject to bullying:
Immediate support:
Empowering the bullied child: eg. talk about /teach assertive strategies, buddy support, circle of friends, nurturing
Date of next meeting:
Checks:
Staff signature
Date:
Anti Bullying Policy November 2012
Actions to prevent recurrences of bullying Agreed targets – Perpetrator:
Immediate consequences: eg. time off the playground, or time out of activities in class
Consequences of a repeat:
Support to change:
Date of next meeting:
Checks:
Staff signature
Date:
Anti Bullying Policy November 2012
Appendix 2 Who will be involved with addressing the issues? Once we are aware that there is a problem that needs to be addressed the person first receiving the information will make a judgement call as to what level the problem needs to be dealt with. Below is an explanation of who would be involved at which level? Level One (people who will address issues) Initial meeting with class teacher to look at issues and identify course of action to address them. Potential involvement of peaceful playtime mediator and trusted friend to support learner at breaktimes. Ring parents to inform them what happened and what school had done. Level Two (people who will address issues) Initial meeting between Phase leader/class teacher to look at issues, identify course of action to address them and build on any work that has been done already by teacher applicable. Contact with parents to discuss concerns and completion of Action Plan Form to address bullying by Class teacher/ Phase leader Involvement of Nurturing Group at lunchtimes and/or outside agencies. Level Three (people who will be involved in addressing issues) Senior Leadership Team to look at issues, identify course of action to address them and build on any work that has been done already by Class teacher/Phase leader if applicable. Sustained input from Nurturing. Arrange meeting with parents. Level four (people who will be involved in addressing issues) Headteacher to look at issues and consider exclusions for persistent bullying or antisocial behaviour. We must stress that each case will be unique and will be addressed on that basis. The focus of our intervention as a school will be to achieve a resolution to the problem in the way that best serves the learner concerned. Consideration of their wishes will be foremost in deciding on a course of action to address the issue. Should we feel that it is in the best interests of the situation, we will always seek to involve the parents of those learners concerned.
Exemplar Cases Below are examples of what St John the Evangelist Primary School may do if the circumstances described were to arise. As has already been alluded to, we will treat each incident on a case by case basis and recognise that different solutions may be better in different circumstances. The wishes of the learner concerned will be foremost on determining what action we will take and who will take it.
Anti Bullying Policy November 2012
Scenario 1 (Level 1) Joe has been on the end of some teasing that started at lunchtime as a bit of a game between friends. This has now though gone on for over a week and Joe is feeling down about school and that he is losing his friends. He decides to tell his teacher or a TA on duty. Schools response to scenario 1 Joe’s teacher talked with him and then got all of the boys together to talk about why Joe was upset and explore what needed to happen. Joe’s teacher then rang his mum and explained what had been going on and what the school had done. A week later, Joe’s teacher spoke to him to see if the situation had been resolved. Scenario 2 (Level 2) Sarah had been getting a bit of bother from a group of girls for a long time now during lunchtimes. She did have a word with the teaching assistant who leads the peaceful playground mediators who was helpful and the problem stopped for a while. It all started up again after a couple of weeks but this time she was getting pushed about a bit as well. Sarah did not want to say anything at first but it has now been a couple of months and she is feeling very anxious and is feeling sick in the mornings before school. Sarah’s mother phones into school and asks to meet with her teacher as she is concerned that her daughter seems to be worried about coming into school. St John’s response to scenario 2 Sarah, her mum and teacher met and the issues were discussed. Sarah’s teacher then took the matter to the Head of Phase who was concerned that the issue had continued to go on over a long time. The Phase Leader thought it would be a good idea to speak to all the girls concerned. The girls’ parents were also contacted. The girls were told that should problems continue then further action would have to be taken. Sarah’s teacher then kept an eye on how things were going each day at school. Scenario 3 (Level 3) Rebecca and Emma have not really got on since coming to St John’s and they have fallen out with each other on quite a number of occasions. This has led to shouting matches in the playground, slapping each other and kicking each other. It all stems from the two learners falling out because of friendships. It has also been an issue now out of school where the learners have had a couple of fights. The girls’ parents have also become involved and both have written in to the school to the Headteacher. St John the Evangelist CE Primary School response to scenario 3 The Deputy Headteacher decides that both learners need to be spoken to with their parents in school. The Deputy Headteacher also thought that both girls would benefit from some support from Nurturing staff who would work with them and try to look at how to deal with high level emotions without getting into difficulty. The girls were also asked to sign an agreement in school to say how they would treat each other. The above scenarios are examples of what may happen in the circumstances described. Below is also a list of strategies that we may employ to address the issues. Additional Strategies to be considered at appropriate times may include... Quiet word from teaching staff/support staff Informal support Meetings with parents
Anti Bullying Policy November 2012
Peaceful playtime mediator involvement Group meetings Sanctions for offenders from directed playtimes to exclusion Formal support from a number of potential outside agencies Warning from police
Anti Bullying Policy November 2012
