Anti-Bullying Policy

 

 

Norbury CE Primary School

 

ANTI-BULLYING POLICY

 

CC1a

Review frequency: 2 yearly

 

Introduction

 

At Norbury CE Primary School (in line with ‘Every Child Matters’) we aim to 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 would 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
  • ChildrenPupils contribute to the development of the policy through the School Council, circle time discussions, playground ambassadors 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.  The nominated Governor with the responsibility for Anti-bullying (Behaviour) is: Glyn Bevan
  • Their responsibilities are:
  • The Anti-bullying Coordinator in our school is: Rebecca Chapman
  • 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.
  • Roles and Responsibilities
  • 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. Class teachers keep their own logs of observations in class ‘blue books’ or ‘behaviour logs’. The Head teacher has a ‘yellow book’ for detailing further incidents. 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:   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 Safe to Learn: embedding anti bullying work in schools (2007).  § 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.  •  name calling •  mocking •  physical assault • cyber-bullying – inappropriate text messaging and e-mailing; sending offensive or degrading images by phone or via the internet •  gossiping and spreading hurtful and untruthful rumours 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? •  bullying related to race, religion or culture •  bullying related to appearance or health • bullying of young carers or looked after children or otherwise related to home circumstances There is no hierarchy of bullying – all forms should be taken equally seriously and dealt with appropriately. •  young people •  between staff  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)
  • 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.
  • •  individuals or groups
  • •  young people and staff
  • Bullying can take place between:
  • •  sexist or sexual bullying
  • •  bullying relating to sexual orientation
  • •  bullying related to special educational needs or disabilities
  • Specific types of bullying include:
  • •  excluding people from groups.
  • •  producing offensive graffiti
  • •  taking or damaging belongings
  • •  making offensive comments
  • •  taunting
  • Bullying can include:
  • What does bullying look like?
  • § there is a deliberate intention to hurt or humiliate.
  • How does bullying differ from teasing/falling out between friends or other types of aggressive behaviour?
  • ‘Behaviour by an individual or group usually repeated over time, that intentionally hurts another individual or group either physically or emotionally’.
  •  
  • Pupils – Pupils are encouraged to tell someone their trust, for example, an adult or a peer. Pupils are invited to express their views via the annual pupil questionnaire. Pupils have a responsibility to follow the ‘Friendship Principles’ as drawn up by the children to support anti-bullying.
  • 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 determined via action plans forward.
  •    “Treat others as you wish to be treated.”
  • 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 Heatecaher, 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 evidentRecording Bullying and Evaluating 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 Development Plan, working towards a more inclusive and harmonious ethos across the school community. As part of our on-going commitment to the safety and welfare of our pupils we at § Restorative Approaches § Anti-Bullying/Friendship week annually in November. § Specific curriculum input on areas of concern such as Cyberbullying and internet safe§ Student voice § Playground Ambassador Scheme§ Staff training and development for all staff  Behaviour Policy Acceptable Use Policy – Cyberbullying and internet safety Complaints policy
  • Confidentiality Policy
  • Equalities Policy – Race, Sexist, Sexual, Transphobic, Homophobia, SEN and Disability PSHE and Citizenship Policy
  • Safeguarding Policy
  • Links with other policies
  • § Counselling and/or Mediation schemes
  • § Parent information events/information
  • § Parent groups eg PiPs
  • Golden rules introduced in September
  • § PSHE/citizenship
  • § Involvement and teaching of SEAL including Anti-bullying Unit.
  • Norbury CE Primary School has developed the following strategies to promote positive behaviour and discourage bullying behaviour.
  • Strategies for Preventing Bullying
  • 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.
  • 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.