Introduction

At Norbury CE Primary School we provide a safe, caring and friendly environment for all our pupils to allow them to learn effectively, improve their life chances and help them maximise their potential. Every child has the right to be safe in the school environment.

We expect pupils to feel safe in school, including an understanding of the issues relating to safety, such as bullying.  We also want them to feel confident to seek support from school by talking to teachers, support staff and even their peers should they feel unsafe.

Policy Development

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

  • Members of staff
  • Governors
  • Parents and Carers
  • Children

Pupils contribute to the development of the policy through pupil voice questionnaires, the School Council, circle time discussions, discussions in class and communication with staff.  The School Council have developed a pupil friendly ‘anti-bullying’ policy to be displayed in all classrooms and prominent areas in school.

Parents and Carers are encouraged to contribute to the anti-bullying policy by:

  • taking part in written consultations
  • parent focus groups
  • parent questionnaires

The Policy aims to produce a consistent school response to any bullying incidents that may occur.  All people connected with the school are aware of our zero tolerance to bullying. Norbury School is proud that our children feel they can talk to the staff and that the staff will look after them and listen to them.

Roles and Responsibilities

The Head Teacher – Has overall responsibility for the policy and its implementation.  This also involves liaising with the governing body, parents/carers, LA and outside agencies.

The Anti-bullying Coordinator in our school is:  Rebecca Chapman

The nominated Governor with the responsibility for Anti-bullying (Behaviour) is:  Carollyn McDonald

Their responsibilities are:

  • Policy development and review
  • Informing staff of policy content
  • Implementing the policy and monitoring and assessing its effectiveness in practice
  • Ensuring evaluation takes place and that this informs policy review
  • Managing bullying incidents
  • Managing the reporting and recording of bullying incidents
  • Assessing and co-ordinating training and support for staff and parents/carers where appropriate
  • Co-ordinating strategies for preventing bullying behaviour
  • Providing information about the effectiveness of the anti-bullying policy upon request
  • Establishing and promoting a climate of mutual support, trust, respect and celebration or success, therefore making bullying less likely.

The Governing Body – Supports the Headteacher in all attempts to eliminate bullying from our school.  Any parent or carer who is dissatisfied with the way the school has dealt with a bullying incident can ask the Chair of Governors to look into the matter.  The Governing Body will respond within 10 days to any request from parents to investigate incidents of bullying.  In all cases, the Chair will notify the Headteacher and work together to conduct a further investigation.  Advice from the LA may be sought.

Teacher and Support Staff – All staff at Norbury School take all forms of bullying seriously and seek to prevent it from taking place. A staff behaviour log is retained and circulated to all staff regularly Incidents that amount to bullying are logged in the School Safeguarding File.  Staff will do all they can to support the child being bullied and the bully.  If a child is being bullied or is a bully, parents will be informed.  Behaviours will be monitored via the school behaviour charts, as detailed in the Behaviour and Discipline policy.  Time is devoted to supporting the bullied and the bully.  The Headteacher is made aware of any bullying and parents are invited to school to discus in more detail.  Should it be necessary or required, the Headteacher may seek the support of external agency teams such as the LA Behaviour Support Team, the Multi Agency Team etc. Teaching staff are supported via the provision of training.  Staff may use a range of teaching methods such as role play, drama, circle time, informal and formal curriculum time to further explore bullying and its unacceptable nature. Golden rules are circulated at the beginning of the academic year and children are encouraged to:

“Treat others as you wish to be treated.”

ParentsParents who are concerned if their child is being bullied or is a bully should speak to the class and/or Headteacher in the first instance.  The course of action will then be discussed and agreed.

Pupils – Pupils are encouraged to tell someone they trust, for example, an adult or a peer. Assemblies regularly refer to issues surrounding appropriate behaviour eg; school values, sharing worries and being kind. These are delivered in an age appropriate and memorable way, for example through picture books such as ‘The Big Bag of Worries’. In addition, pupils are invited to express their views via the annual pupil questionnaire.  Pupils have a responsibility to follow the ‘Recipe for a Good Friend’ as drawn up by the children to support anti-bullying.

Monitoring and Review – The policy in operation is monitored by staff and the Headteacher on a daily basis.  Incidents of bullying are logged and monitored frequently by the Headteacher.  The effectiveness of the policy is monitored via the bi-annual safeguarding review.  Information is reported to Governors in strictest confidence.

Definition of Bullying

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

Safe to Learn: embedding anti bullying work in schools (2007).

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 sexual, sexist, racist or homophobic bullying and when children with disabilities are involved.  If the victim might be in danger then intervention is urgently required.

What does bullying look like?

Bullying will include at least one of the defined categories of abuse as defined in ‘Working Together to Safeguard Children’ (2018) which is defined in the ‘Keeping Children Safe in Education Statutory Guidance 2018’ as:

  • Physical Abuse – may involve hitting, shaking, throwing, poisoning, burning/scalding, drowning, suffocating, or otherwise causing physical harm to a child.
  • Emotional Abuse – is the persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development. It may involve conveying to children that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person.  It may include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. It may involve seeing or hearing the ill-treatment of another.  It may involve serious bullying (including cyber bullying), causing children frequently to feel frightened or in danger.
  • Sexual Abuse involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. Other children can perpetrate sexual abuse, this is known as ‘peer on peer abuse’.

Bullying can include:

  • name calling
  • taunting
  • mocking
  • making offensive comments
  • physical assault
  • taking or damaging belongings
  • cyber-bullying – inappropriate text messaging and e-mailing; sending offensive or degrading images by phone or via the internet
  • producing offensive graffiti
  • gossiping and spreading hurtful and untruthful rumours
  • excluding people from groups.

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?

Specific types of bullying include:

  • bullying related to race, religion or culture
  • bullying related to special educational needs or disabilities
  • bullying related to appearance or health
  • bullying relating to sexual orientation
  • bullying of young carers or looked after children or otherwise related to home circumstances
  • sexist or sexual bullying

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

Bullying can take place between:

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

Certain groups of pupils are known to be particularly vulnerable to bullying by others:
these may include pupils with special educational needs such as learning or physical
disabilities; young carers, looked After children, those from ethnic and racial
minority groups and those young people who may be perceived as lesbian, gay, bi-
sexual, transgender or questioning their gender role.

Reporting and Responding to Bullying

Norbury School has clear and well publicised systems to report bullying for the whole school community (including staff, parents/carers, children and young people).  This includes those who are the victims of bullying or have witnessed bullying behaviour (bystanders)

  • In the first instance, the concern should be raised with the class teacher
  • The concern should also be raised with the Headteacher
  • Staff at this point will collect evidence of the concern
  • Evidence will be logged in internal monitoring files
  • The victim of the bullying will be supported
  • The bully will be spoken to
  • Parents will be informed as appropriate
  • A plan of action to track and follow the incident will be drawn up. This may involve the support of external agencies.

Procedures

All reported incidents will be taken seriously and investigated involving all parties.

  • Once a concern of bullying has been logged with the class or Heateacher, information will need to be collated from a variety of sources. This may involve interviewing and discussing events or actions with pupils, staff or others. All interviews will be handled confidentially and sensitively.
  • Parents of the bullied and the bully will need to be informed once information has been collated
  • There will be a multistep approach appropriate to the situation presented, for example:

solution focused, restorative approach, circle of friends, individual work with victim, perpetrator, referral to outside agencies if appropriate

  • Referral will be made to the School Behaviour Policy, outlining the appropriate level of sanction to be employed. A firm approach to bullying will be adopted within school.
  • Parents of the bullied and the bully will need to be informed once information has been collated
  • Liaison with the bully, bullied and their parents will be in place, including appropriate follow up.
  • Support for the victim and the bully will be evident

Recording Bullying and Evaluating the Policy

Bullying incidents will be recorded by the member of staff who deals with the incident and this will be notified to and held by the Anti-bullying coordinator.

The information we hold will be used to ensure individual incidents are followed up.  It will also be used to identify trends and inform preventative work in school and development of the policy.

This information will be presented to the governors in an anonymous format as part of the annual report.

The policy will be reviewed and updated annually. The policy review will be linked to the School Improvement Plan, working towards a more inclusive and harmonious ethos across the school community.

Strategies for Preventing Bullying

As part of our on-going commitment to the safety and welfare of our pupils we at

Norbury CE Primary School has developed the following strategies to promote positive behaviour and discourage bullying behaviour.

  • Restorative Approaches
  • Positive behaviour management and reinforcement of importance of positive and empathetic social behaviour eg through classroom systems, gold book assembly.
  • A climate where every pupil is expected to be the best that they can be and a growth mindset is promoted.
  • Involvement and teaching of SEAL including Anti-bullying Unit.
  • Anti-Bullying/Friendship week annually in November.
  • PSHE/citizenship
  • Specific curriculum input on areas of concern such as Cyberbullying and online safety
  • Golden rules introduced in September throughout school
  • Student voice through groups such as school council
  • Parent groups eg PiPs
  • Playground Ambassador/Buddy Scheme
  • Parent information events/information
  • Staff training and development for all staff. This should be anticipatory and related to pupil need.
  • Counselling and/or Mediation schemes  may be accessed for individual children through services such as CAMHs

Safeguarding

Safeguarding our children is of paramount importance and underpins all of the work at our school. Staff are contemplative and vigilant in noticing changes in children’s behavior which may include negative behavior towards others. This policy should be read in conjunction with the school Child Protection and Safeguarding Policy.

Update 16/01/19