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Barnby Road Academy

‘Where everyone is able to achieve their best’

Anti-bullying Policy

ANTI-BULLYING POLICY

 

 

Last Reviewed: November 2018 Next Review: November 2019
Committee Responsibility: Finance & Strategic         Approved on:           November 2018             
Approved By: Trustees and Governing Body

 

INTRODUCTION

Everyone at Barnby Road Academy has the right to feel welcome, secure and happy. We aim to provide a safe, caring and friendly climate for learning for all our pupils to allow them to improve their life chances and help them maximise their potential. We also aim to produce an inclusive environment for all pupils which openly discusses differences between people and celebrates diversity.

 

We expect pupils to act safely and feel safe in school, including that they understand the issues relating to bullying and that they feel confident to seek support from school should they feel unsafe. We also want parents to feel confident that their children are safe and cared for in school and incidents when they do arise are dealt with promptly and well.

 

The school is aware of its legal obligations (see section F), including the Equalities Act 2010. We are aware of our role within the local community supporting parents/carers and working with other agencies outside the school where appropriate.

 

AIMS AND OBJECTIVES

Bullying is wrong and damages individual children. We therefore do all we can to prevent it, by developing a school ethos in which bullying is regarded as unacceptable.

 

Through raising awareness about bullying behaviour we aim to prevent bullying.

 

We aim, as a school, to produce a safe and secure environment where all can learn without anxiety.

 

This policy aims to produce a consistent school response to any bullying incidents that may occur. We aim to make all those connected with the 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.

 

This policy was formulated in consultation with the whole school community with input from:

  •  Members of staff through regular agenda items at staff meetings
  •  Governors through discussion at meetings and involving training
  •  Parents/carers through discussion in parent forums and at parents evening consultations
  •  Children and young people through the pupil council and PSHE/circle time discussions
  •  Other external agencies through partnership meetings

 

The policy is available online at www.barnbyroadprimary.com and from the school Office.

 

DEFINITIONS of Bullying

 

‘Behaviour by an individual or group repeated over time, that intentionally hurts another individual or group either physically or emotionally’

Preventing and tackling Bullying – Advice for School Leaders, Staff and Governing Bodies (June 2011)

 

‘The repetitive, intentional hurting of one person or group by another person or group, where the relationship involves an imbalance of power. Bullying can be physical, verbal or psychological. It can happen face-to-face or through cyberspace’

www.anti-bullyingalliance.org.uk/tools-information/all-about-bullying/what-bullying/aba-definition-bullying

 

How does bullying differ from teasing/falling out between friends or other types of aggressive behaviour?

  •  There is a deliberate intention to hurt or humiliate.
  •  There is a power imbalance that makes it hard for the victim to defend themselves.
  •  It is usually persistent.

 

Occasionally an incident may be deemed to be bullying even if the behaviour has not been repeated or persistent – if it fulfils all other descriptions of bullying. This possibility should be considered, particularly in cases of hate crime related bullying and cyberbullying. If the victim might be in danger then intervention is urgently required.

 

Behaviour often associated with bullying

 

Baiting

Baiting can be used in bullying both on and offline. It can be used to bully someone to get 'a rise' out of them and it can be used to antagonize those who might be bullying others to get them to bully. Sometimes baiting is used secretively to try and get a person to explode in a rage or react negatively/loudly so that they get in to trouble.

 

Banter

The dictionary describes banter as: ‘the playful and friendly exchange of teasing remarks’.

Bullying is often justified as being just banter. It may start as banter, but some types of banter are bullying and need to be addressed as bullying.

Types of Banter:

  •  Friendly Banter- There’s no intention to hurt and everyone knows its limits
  •  Ignorant Banter- crosses the line with no intention to hurt, will often say sorry.
  •  Malicious Banter- Done to humiliate a person-often in public

 

Occasionally an incident may be deemed to be bullying even if the behaviour has not been repeated or persistent – if it fulfils all other descriptions of bullying. This possibility should be considered, particularly in cases of hate crime related bullying and cyberbullying. If the victim might be in danger then intervention is urgently required.

 

What does bullying look like?

Bullying behaviour can be:

  •  Physical – pushing, poking, kicking, hitting, biting, pinching etc.
  •  Verbal - name calling, sarcasm, spreading rumours, threats, teasing, belittling.
  •  Emotional – isolating others, tormenting, hiding books, threatening gestures, ridicule, humiliation, intimidating, excluding, manipulation and coercion.
  •  Sexual – unwanted physical contact, inappropriate touching, abusive comments, homophobic abuse, exposure to inappropriate films etc.
  •  Online /cyber – posting on social media, sharing photos, sending nasty text messages, social exclusion
  •  Indirect - Can include the exploitation of individuals.

 

Although bullying can occur between individuals it can often take place in the presence (virtually or physically) of others who become the ‘bystanders’ or ‘accessories’.

 

Why are children and young people bullied?

 

There is no hierarchy of bullying – all forms should be taken equally seriously and dealt with appropriately.

 

Specific types of bullying include, but are not limited to:

 

Prejudice Related Bullying

Under the Equalities Act 2010 it is against the law to discriminate against anyone because of:

  •  age
  •  being or becoming a transsexual person
  •  being married or in a civil partnership
  •  being pregnant or having a child
  •  disability
  •  race including colour, nationality, ethnic or national origin including Gypsy, Roma, Travellers
  •  religion, belief or lack of religion/belief
  •  sex / gender
  •  sexual orientation

These are called ‘protected characteristics’.

As part of the requirement on schools to promote fundamental British values, schools must proactively challenge derogatory and discriminatory language and behaviour including that which is racist, homophobic, biphobic, transphobic and disabilist in nature. We will record these types of bullying, even that which represents a one-off incident, and report them to the local authority for monitoring purposes.

 

Other vulnerable groups include:

  • bullying related to appearance or health
  •  bullying of young carers or looked after children or otherwise related to home circumstances

Although the above do not currently receive protection under the Equality Act 2010, bullying for these reasons is just as serious.

 

Prejudice Related Language

Racist, homophobic, biphobic, transphobic and disabilist language includes terms of abuse used towards people because of their race/ethnicity/nationality; because they are lesbian, gay, bisexual, or transsexual, or are perceived to be, or have a parent/carer or sibling who is; because they have a learning or physical disability. Such language is generally used to refer to something or someone as inferior. This may also be used to taunt young people who are different in some way or their friends, family members or their parents/carers.

In the case of homophobic, biphobic and transphobic language particularly, dismissing it as banter is not helpful as even if these terms are not referring to a person’s sexual orientation or gender identity they are using the terms to mean inferior, bad, broken or wrong. We will challenge the use of prejudice related language in our school even if it appears to be being used without any intent. Persistent use of prejudice related language and/or bullying will be dealt with as with any other form of bullying.

 

Where does bullying take place?

Bullying is not confined to the school premises. It also persists outside school, in the local community, on the journey to and from school and may continue into Further Education.

The school acknowledges its responsibilities to support families if bullying occurs off the premises.

 

Cyberbullying

The ever increasing use of digital technology and the internet has also provided new and particularly intrusive ways for bullies to reach their victims.

 

Cyberbullying can take many forms and bullying online can often start in school and then be progressed online or start online and influence behaviour in school.

 

Whilst most incidents of Cyberbullying occur outside school we will offer support and guidance to parents/carers and their children who experience online bullying and will treat Cyberbullying with the same severity as any other forms of bullying.

 

Cyberbullying can include:

  •  hacking into someone’s accounts/sites
  •  Posting prejudice / hate messages
  •  Impersonating someone on line
  •  Public posting of images
  •  Exclusion
  •  Threats and manipulation
  •  Stalking

 

We will ensure that our children are taught safe ways to use the internet (see our online safety policy) and encourage good online behaviour.

 

Bullying can take place between:

  • young people
  •  young people and staff
  •  between staff
  •  individuals or groups

 

FIRST RESPONSES TO REPORTS OF BULLYING

Be careful in the language you use as it can be very emotive and can ‘label’ children, suggesting permanence. Instead of ‘victim’ say person (child) who is being bullied, and instead of ‘bully’ say person (child) who is using bullying behaviours/doing the bullying. In this way you are labelling behaviours and roles, not children.

 

- remain calm - you are in charge

- take the incident or report seriously

- reassure the victim/s

- find out as much as you can relating to the incident

- take action as quickly as possible

- think hard about whether action needs to be private or public

- should other adults be informed?

- offer concrete help and advice to the victim/s

- make it plain to the bully that you disapprove

- encourage the bully to see the victim's point of view

- punish the bully, but be careful how this is done

- be careful to follow the school's Behaviour Policy

- explain clearly the punishment and why.

 

When an incident occurs all staff will:

- record the incident on an Incident Sheet and hand it to the Head Teacher for inclusion in the Anti-Bullying Logbook.

- Decide if you need to start a Support Group (see Appendix 1)

- Make sure the incident does not live on, but monitor the victim and bullies discretely.

- Think ahead to prevent a recurrence.

- Follow the "Sanctions Procedure" in the Behaviour Policy.

 

EDUCATION TO HELP PREVENT BULLYING

 

The school P.S.H.E. & Citizenship programme contains strategies which encourage children away from bullying i.e. it promotes co-operation, helpfulness and consideration for others.

 

DARE (Yr5) The Drugs Education programme covers issues such as assertiveness and peer pressure, and actively discourages violence towards others.

 

ASSEMBLY Our British Values Assembly themes raise awareness of bullying and also teach other key values (such as ‘Caring’, ‘Tolerance’ and ‘Respect’) to deter it.

 

NSPCC – On a two yearly cycle, we have visits from the NSPCC who work across both key stages to highlight ways to tackle bullying.

 

Reactive programmes for vulnerable groups or groups involved in bullying.

For example:

Restorative Justice

Counselling and/or Mediation schemes

Small group work

 

Specific initiatives for identified groups such as young people whose first language is not English, SEND/disabled students, children who have been bullied or are displaying bullying behaviour.

 

Support for parents/carers

Parent groups

Parent information events/ information-on the school website

 

Support for all school staff

Staff training and development for all staff including those involved in lunchtime and before and after school activities

Encouraging all staff to model expected behaviour

 

Bullying is a whole school issue.

By involving Governors, Teachers, Education Support Staff, Parents, Pupil Councilors and Pupils, people become aware of the school policy on bullying and that we are serious about tackling the problem. Publicity is one area that can help and could include:

 

Posters: Pupils and teachers can both become involved in creating posters to display around school.

Childline, telephone helpline number will be displayed.

Childline – 0800 1111 (open 24hrs)

Leaflets: these can be displayed around the school and/or sent home.

 

Anti-Bullying Week

By focusing on bullying for a week each year we keep the subject in the open and give opportunities for children and Parents to understand what bullying is and how to report concerns.

 

THE ROLE OF GOVERNORS

The governing body supports the head teacher in all attempts to eliminate bullying from our school. This policy statement makes it very clear that the governing body does not allow any identified bullying to continue in our school, and that any incidents of bullying that do occur are taken very seriously and dealt with appropriately.

 

The governing body monitors the incidents of bullying that occur, and reviews the effectiveness of the school 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. 

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 him/her to conduct an investigation into the case and to report back to a representative of the governing body. This is Mrs Jane Brown.

 

THE ROLE OF THE HEAD TEACHER

It is the responsibility of the head teacher to implement the school anti-bullying strategy and to ensure that all staff (both teaching and non-teaching) are aware of the school policy and know how to deal with incidents of bullying. The head teacher reports to the governing body about the effectiveness of the anti-bullying policy on request.

 

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 children to this fact at suitable moments. For example, if an incident occurs, the head teacher may decide to use assembly as a forum in which to discuss with other children why this behaviour was wrong, and why a pupil is being punished.

 

The head teacher ensures that all staff receive sufficient training to be equipped to deal with all incidents of bullying.

The head teacher sets the school climate of mutual support and praise for success, so 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.

 

THE ROLE OF ADULTS/SUPPORT STAFF/MID-DAY PLAY WORKERS

All adults in our school take all forms of bullying seriously, and intervene to prevent incidents from taking place. They keep their own records of incidents of significant concerns and report to the headteacher and behaviour manager.

 

If adults witness an act of bullying, they do all they can to support the child who is being bullied. Teaching Assistants, Mid-Day Supervisors and other adults inform class teachers of any concerns. Teachers will consult the head teacher, who will inform the child’s parents.

 

Incidents which are considered to be of a bullying nature are recorded on incident sheets (see appendix 2). Where Parents contact school to make allegations of bullying, a Parent Interview is completed to record the conversation and actions to be taken (see appendix 3) .

 

These are monitored by the Headteacher and Behaviour Manager. Such incidents are photocopied and kept in an ‘Anti-bullying Logbook’, so that any bullying trends can be monitored more easily.

 

If, as teachers, we become aware of any bullying taking place between members of a class, we deal with the issue immediately. This may involve counselling and support for child being bullied, and punishment for the child who has carried out the bullying. We spend time talking to the child who has bullied: we explain why the action of the child was wrong, and we endeavour to help the child change their behaviour in future. If a child is repeatedly involved in bullying other children, we inform the head teacher/Behaviour manager and the Special Needs Co-ordinator. We then invite the child’s parents into the school to discuss the situation. In more extreme cases, for example where these initial discussions have proven ineffective, the head teacher may contact external support agencies such as the Social Services.

 

Adults routinely attend training, which enables them to become equipped to deal with incidents of bullying and behaviour management.

 

Teachers attempt to support all children in their class and to establish a climate of trust and respect for all. By praising, rewarding and celebrating the success of all children, we aim to prevent incidents of bullying.

 

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.

 

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.

 

Links with other policies:

 Policy

Why

Behaviour Policy

Rewards and sanctions, Codes of conduct

Safeguarding Policy

Child protection

E-safety and Acceptable use policy

Cyber bullying and online safety

Equalities policy

Prejudice related crime (homophobia, race, religion and culture and SEN/disability)

Confidentiality Policy

Reporting and recording

PSHE/Citizenship

Strategies to prevent bullying

Complaints’ Policy

Guidelines to make a complaint if families are not happy with the school’s response

 

MONITORING and REVIEW

This policy is monitored on a day-to-day basis by the head teacher who reports to governors about the effectiveness of the policy on request. This anti-bullying policy is the governors’ responsibility and they review its effectiveness annually. They do this by examining the school’s Anti-bullying Logbook, and by discussion with the head teacher. Governors analyse information with regard to gender, age and ethnic background of all children involved in bullying incidents.

 

National Documents

 

Preventing and tackling bullying July 2017

Supporting children and young people who are bullied: advice for schools 2014

Cyber bullying: advice for headteachers and school staff 2014

Advice for parents and carers on cyber bullying 2014

Disability Hate Crime guidance

Racist and Religious Hate Crime

Tackling Homophobic Hate Crime

 

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