Anti-Bullying Policy

Anti-Bullying Policy 

Click here for PDF Anti-Bullying Policy March 2018


DAVIDSON PRIMARY ACADEMY

CHANCERY EDUCATION TRUST

ANTI-BULLYING POLICY

MARCH 2018

Next Review Date: March 2019

CHANCERY EDUCATION TRUST

DAVIDSON PRIMARY ACADEMY

ANTI-BULLYING POLICY

 

Introduction

This policy has been developed by a working party and agreed by the whole staff. The governing body supports it.

The aim of the policy is to establish a whole academy anti-bullying policy. It should be read in conjunction with the Behaviour Policy.

Definition of Bullying

From a very early age a very small minority of children learn that aggressive behaviour helps them get their own way and, for some, creating fear in their victims is rewarding or justifiable.  A fine line separates bossy and bullying behaviour and it is important to distinguish between them.

Peer abuse, commonly called “bullying,” is harassment and aggression in which a child intentionally threatens, harms or causes distress to another child. This behavior is intentional, repeated and designed to hurt or threaten. Abuse is abuse and should never be tolerated or passed off as ‘banter’ or ‘part of growing up’. Equally, abuse issues can sometimes be gender specific e.g. girls being sexually touched/assaulted and boys being subject to initiation/hazing type violence (KCSIE, sept 2016). It is important to consider the different forms abuse may take and the subsequent actions required.

The children at Davidson Primary Academy have defined bullying as:

Bullying is an act of aggression, causing embarrassment, pain or discomfort to someone. It can take a number of forms: physical, verbal, making gestures, extortion and exclusion. It is an abuse of power. It can be planned and organised, or it may unintentional. It may be perpetrated by individuals or by groups of pupils.

Bullying can take many forms, but the main types are:

  • Physical – Hitting, kicking and taking belongings.
  • Verbal – Repeated name-calling, sarcasm, spreading rumours and making offensive remarks
  • Emotional – Being unfriendly and excluding, tormenting (e.g. threatening gestures)
  • Prejudiced Behaviour – Prejudices to do with disabilities, ethnic, cultural, religious backgrounds, gender and home life
  • Sexual – Unwanted and inappropriate touching and physical contact
  • Cyber-bullying – All areas of internet use, such as email and internet chat Twitter, Facebook misuse, mobile – threats by text messaging and calls as well as the misuse of associated technology, i.e. camera and video facilities, Ipads, games consoles
  • Initiation/Hazing – Initiation ceremony which is used to induct newcomers into an organisation
  • Sexting (also referred to as Youth Produced Sexual Imagery) – Sharing of sexual images (still photos or moving videos) created by young people, involving someone under the age of 18
  • Indirect – Spreading nasty stories or malicious rumours, sending malicious notes, emails or messages through social networking websites or text messages on mobile phones

Repeated name-calling is the most common form of bullying. This may be because of individual characteristics, but pupils can be called nasty names because of their ethnic origin, nationality or colour, sexual orientation or some form of disability.

Aims of the Policy

  • To develop a whole academy ethos in which bullying is regarded as unacceptable
  • To provide a safe and secure environment where all can learn and play without anxiety
  • To have a consistent approach when dealing with bullying incidents
  • To ensure that everyone connected to the academy is aware of our opposition to bullying
  • To communicate clearly each person’s responsibility with regard to bullying within the academy
  • To describe strategies that will aid the academy to review and monitor bullying within the academy

Procedures

Minor disagreements are dealt with using the strategies outlined in the Behaviour Policy. Actual acts of bullying can be dealt with using a range of strategies

  • Pupil, parent or other concerned person should report bullying incidents to a member of staff
  • Staff establishes the facts. This involves a meeting with all the children involved
  • Class teachers should speak to a member of the Senior Leadership Team (SLT) to gain support and advice in order to resolve the situation
  • A solution-focussed approach is taken by the SLT with the victim, bully and any bystanders. Restorative justice is always pursued
  • Support is provided for the victim and the bully
  • If a child is repeatedly involved in bullying other children, the Principal and Inclusion Manager are informed and the child’s parents are invited into the the academy for a meeting

Outcomes 

  • The bully (bullies) will be asked to genuinely apologise
  • The bully (bullies) being kept in at playtime/lunchtime for a fixed period
  • The bully (bullies) being prevented from taking part in a treat
  • Involvement of parents
  • Session(s) with a suitable teacher to enable the perpetrator to understand the consequences of their behaviour and to develop strategies to prevent the behaviour happening again
  • In more severe cases the Principal may contact external support agencies.
  • As a last resort the child will be excluded in accordance with the DfE guidelines
  • If possible, the pupils will be reconciled
  • After the incident / incidents have been investigated and dealt with, each case will be monitored to ensure repeated bullying does not take place
  • In certain circumstances a child may need further emotional support and could be referred to our ‘in house’ counselling service

Prevention

The main ways to prevent bullying are to create an ethos of good behaviour where pupils treat each other and staff with respect, and to teach children about the importance of understanding and tolerating differences between people. This may be done in discrete PSHE lessons and academy assemblies or in class in order to respond to specific situations. We also believe it necessary to regularly teach about the dangers of cyber-bullying.

We will use various methods for helping children to prevent bullying.  As and when appropriate, these may include:

  • Class teachers support a positive ethos in the classroom. Through praising and celebrating success we aim to prevent incidents of bullying
  • Circle Time aims to generate a positive atmosphere in a well-managed session, which usually spreads into other areas of class activity. This time should include discussions of what bullying is and how we should try to deal with it. It allows the children to reflect in a safe and caring environment
  • Each year the academy holds an Anti-Bullying week in November. This is in line with a national focus on preventing bullying. The children take part in a variety of lessons, activities and assemblies to help their understanding of the term bullying and other aspects of the issue
  • Themes for assembly include bullying and are addressed regularly to ensure all children understand that the academy is where all pupils are listened to and are able to share their concerns
  • In certain circumstances a child may need further emotional support and could be referred to our ‘in house’ counselling service
  • The academy forms partnerships with external agencies who deliver workshops to children in KS1 and KS2

Implementation

The Role of governors

  • The Local Governing Board supports the Principal in implementing this policy. Any incidents of bullying are taken very seriously and acted upon
  • The governors require the Principal to keep accurate records of any bullying and to report to them about the effectiveness of academy Anti-Bullying strategies
  • If after the action taken within the academy has failed to remedy the situation and parents raise their concerns with the Local Governing Board the governors should respond within ten days to investigate the incident
  • In all cases, the Local Governing Board notifies the Principal and asks him/her to conduct an investigation into the case and to report back to a representative of the Local Governing Board, normally the Chairperson

The Role of the Principal

  • It is the responsibility of the Principal to implement the academy anti-bullying strategy and to ensure that all staff (both teaching and non-teaching) are aware of the academy policy and know how to deal with incidents of bullying
  • The Principal should ensure that all children know that bullying is wrong and that it is unacceptable behaviour in the academy. The Principal may use assemblies to address this issue
  • The Principal ensures that all staff receive sufficient training to be equipped to deal with incidents of bullying
  • The Principal sets the academy ethos of mutual praise and support, so making bullying less likely

The Role of Teachers and Support Staff

  • All staff take all forms of bullying seriously and intervene to prevent incidents from taking place. Class teachers will investigate and attempt to resolve the problem. If an incident is not resolved it is then passed onto a member of SLT; this may also involve a meeting with the parent
  • Class teachers are responsible for informing other staff of any children with potential difficulties

The Role of Parents

  • Parents have a responsibility to support the academy’s Anti-Bullying policy and to actively encourage their child to be a positive member of the academy
  • All parents have to agree to and return the home-school agreement
  • Parents, who are concerned that their child might be the victim or the perpetrator of bullying, should contact their child’s class teacher immediately

The Role of Pupils

 Pupils should:

  • Act in a respectful way and supportive manner to all other students reporting any suspected incidents which the victim may be afraid to report
  • Refrain at all times from behaviour which would contribute to the bullying of other students, even at the risk of incurring temporary unpopularity
  • Report all witness or suspected incidents of bullying to a member of staff, to dispel any climate of secrecy and help to prevent further instances
  • Adhere to and promote the principles of this policy

Anyone who becomes the target of bullies should:

  • Not suffer in silence, but have the courage to speak out, to put an end to their own suffering and that of other potential targets

Staff Strategies for Dealing with Bullying

Five key points:

  1. Never ignore suspected bullying
  2. Do not make assumptions about an incident
  3. Listen carefully to all accounts; several pupils saying the same thing does not mean that they are correct
  4. Adopt a solution-focussed approach which moves people on from justifying themselves
  5. Follow up repeatedly; checking the bullying has not been resumed

Useful Information and Policies

  • Behaviour Policy
  • Child Protection and Safeguarding Policy

Gov.uk – Behaviour and Discipline in Schools

Monitoring and Implementation Policy

The Principal will be responsible for the implementation of the policy.

 

Name

Date

Policy written by

PenelTait/ Barbara Rutherford

24/11/16

Agreed by Committee

Principal

01/12/16

Adopted by Governing Board

Governing Board Meeting

14/03/17

To be reviewed annually

Review by

Lynne Dando/ Farzana Begum

05/01/18

Agreed by Committee

Local Governing Board

20/04/18

Adopted by Governing Board

Local Governing Board

19/06/18

Appendix 1

Anti Bullying Flowchart

 

Lesson 1

8.50-

10.30am

Break

10.30-10.45am

Lesson 2

10.45-

12.00

Lunch

12.00-

1.10pm

Assembly

1.15/

3pm

Lesson 3

1.30-

2.15pm

Lesson 4

2.15-

3.20pm

 

Teacher comments

 

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THU

 

 

 

 

 

 

 

 

 

 

 

 

FRI

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Anti Bullying Log

Pupil Monitoring Chart

                 

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