Anti-Bullying Policy
1 Introduction
1.1 In our school, we are determined to ensure that all children feel safe and secure within our school community. Bullying, as described in 1.2 below, will not be tolerated and we shall endeavour to ensure that no child has to ‘suffer in silence’. We aim to listen.
1.2 It is a Government requirement that all schools have an anti-bullying policy.
DfES guidance defines bullying as actions that are meant to be hurtful, and which happen on a regular basis. Bullying can be direct (either physical or verbal) or indirect (for example, being ignored or not spoken to).
2 Aims and objectives
2.1 We do all we can to prevent bullying by developing a school ethos in which bullying is regarded as 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 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.
2.5 School staff will endeavour to find an appropriate way to proceed, based on their observations of and discussions with individual children.
3 The role of the Headteacher
3.1 It is the responsibility of the Headteacher 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 identify and deal with incidents of bullying. The Headteacher reports to the Governing Body about the effectiveness of the anti-bullying policy on request.
3.2 The Headteacher ensures that all children know that bullying is wrong, and that it is unacceptable behaviour in our school. The Headteacher draws the attention of children to this fact at suitable moments. For example, if an incident occurs, the Headteacher may decide to use an assembly as the forum in which to discuss with other children why this behaviour was wrong, and why a pupil is being punished.
3.3 The Headteacher ensures that all staff, including lunchtime staff, receive sufficient training to be equipped to identify and deal with all incidents of bullying.
3.4 The Headteacher 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.
4 The role of the teachers and support staff
4.1 All the staff in our school take all forms of bullying seriously, and seek to prevent it from taking place.
4.2 Teachers keep their own records of incidents that happen in their class. If teachers witness an act of bullying, they will either investigate it themselves or refer it to a more senior member of staff. Teachers and support staff do all they can to support the child who is being bullied. A child’s parents are always informed where a case of bullying has been uncovered.
4.3 In the Head’s office there is a record book in which staff record/report all incidents of bullying that occur both in and out of class. We also record incidents that occur near the school, or on the children’s way between school and home. Any member of staff who witnesses an act of bullying should record it in this book.
4.4 When any bullying takes place between members of a class, the teacher will deal with the issue immediately. This may involve counselling and support for the victim of the bullying, and punishment for the child who has carried out the bullying. Time is spent talking to the child who has bullied: explaining why his/her action was wrong, and that child is encouraged to change his/her behaviour in future. If a child is repeatedly involved in bullying other children, we inform the Headteacher. We may 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 Headteacher may contact external support agencies, such as the social services.
4.5 Teachers use a range of methods to help prevent bullying and to establish a climate of trust and respect for all. They use drama, role-play, stories etc., within the formal curriculum and within PSHCE sessions, to help pupils understand the feelings of bullied children, and to practise the restraint required to avoid lapsing into bullying behaviour. Circle time is used to praise, reward and celebrate the success of all children, and thus to help create a positive atmosphere. The school uses a variety of materials to support the children’s social and emotional development.
5 The role of parents
5.1 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. If they are not satisfied with the response, they should contact the Headteacher. If they remain dissatisfied, they should follow the school’s complaints procedure.
5.2 Parents have a responsibility to support the school’s anti-bullying policy, actively encouraging their child to be a positive member of the school.
6 The role of pupils
6.1 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.
6.2 Pupils are invited to tell us their views about a range of school issues, including bullying, in pupil questionnaires. All pupils are encouraged to listen to and support each other.
6.3 Our School Council has representatives for each year group and all children are encouraged to use these School Council members as a listening ear to report issues to.
6.4 Our school has a ‘Friendship Stop’ which is manned by children in both Key Stages who have been trained in mediation skills. This should help deal with playground disputes. We feel that this is an important aspect of our anti-bullying approach.
7 The role of governors
7.1 The Governing Body supports the Headteacher in all attempts to eliminate bullying from our school. The Governing Body will not condone any bullying in our school, and any incidents of bullying that do occur will be taken very seriously and dealt with appropriately.
7.2 It is the Governing Body’s responsibility to review the effectiveness of this policy. The governors require the Headteacher 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.
7.3 A parent who is dissatisfied with the way the school has dealt with a bullying incident can request that the Chair of Governors look into the matter. The Governing Body will respond within ten days to any request from a parent to investigate an incident of bullying. In all cases the Governing Body notifies the Headteacher, and asks him/her to conduct an investigation into the case, and to report back to a representative of the Governing Body.
8 Monitoring and review
8.1 This policy is monitored on a day-to-day basis by the Headteacher, who reports to governors on request about the effectiveness of the policy.
8.2 This anti-bullying policy is the governors’ responsibility, and they review its effectiveness. They do this through discussion with the Headteacher and other members of staff. Governors analyse available information for patterns of people, places or groups: e.g. racism, disability, S.E.N.
8.3 This policy will be reviewed annually in conjunction with the Behaviour Policy.
Spring 2006