Anti-Bullying Policy

This policy was updated: December, 2018.

This policy will be reviewed: December, 2019.

Statutory policy: No

Source: LA Model Policy/SchoolOur School Vision

Together, the best that we can be.

Our School Mission

Reflecting Christian Values expressed in all aspects of the school’s life displaying acceptance and mutual respect.

Caring and Nurturing with children and adults having high expectations, celebrating success and making their contribution to a safe, fun, positive and stimulating environment.

Exceptional Children who are encouraged to make exceptional progress in academic, creative, moral, social and spiritual development and to become lifelong learners.

Partnerships with strong relationships between children, families, staff, governors, the church and the community as a whole.

Introduction

At Ravenshead C of E Primary School, we aim to produce an inclusive environment for all pupils which openly discusses differences between people and celebrates diversity.

As a consequence we aim to provide a safe, caring and friendly environment for learning for all our pupils to allow them to improve their life chances and help them maximise their potential.

We expect pupils to act safely and feel safe in school, including that they understand the issues relating to all forms of bullying and that they feel confident to seek support from school should they feel they or others are unsafe.

We would also want parents/carers to feel confident that their children are safe and cared for in school and that incidents when they do arise, are dealt with promptly and well.

The school is aware of its legal obligations 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.

Policy Development

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

Members of staff- through regular agenda items at staff meetings, consultation, weekly morning briefing Key Stage meetings.

Governors - discussions at governors meetings, training.

Parents/carers – through a focus group to discuss the policy and information to be included in a parents/carers’ guide (when this policy was originally written in 2014).

Children and young people - contribute to the development of the policy. through the school council, circle time discussions, PSHE.

Taking into consideration the Nottinghamshire Guidance for Schools: Bullying and Prejudice-Related Incidents.

This policy is available

Online at www.ravensheadcofe.co.uk. From the school office. From the school office Child friendly versions are on display, are available on the school website and

also available from the main reception area. A shorter version is available for all parents/carers in the form of a leaflet

available on the school website or from the main office entrance hall.

Roles and responsibilities

The Strategic Headteacher – Has overall responsibility for the policy and its implementation and liaising with the governing body, parents/carers, LA and outside agencies and appointing an Anti-bullying coordinator who will have general responsibility for handling the implementation of this policy.

The Anti –bullying Coordinators in our school are: -

Sophie Keightley (Head of Pupils and Personnel)/ Helen Thomas (Strategic Headteacher).

The responsibilities are:-

Policy development and review involving pupils, staff, governors, parents/carers and relevant local agencies.

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 coordinating training and support for staff and parents/carers

where appropriate. Coordinating strategies for preventing bullying behaviour.

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

Lyndsey Park

Definition of Bullying

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.

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. 

BanterThe 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?

Specific types of bullying include:

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

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, on the journey to and from school and in the local community and may continue into Further Education.

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

Cyberbullying

The 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.

Reporting and responding to bullying

Our school has clear and well publicized 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).

Incidents of bullying can be reported either verbally or in written form. All incidents can be reported to any member of staff who will look into the matter and will also inform both the Strategic Head Teacher (Mrs Helen Thomas) and the Head of Pupils and Personnel (Mrs Sophie Keightley). All reported incidents will be taken seriously and investigated involving all parties. Where deemed necessary, a member of the senior leadership will be involved.

To report an incident:

Children can speak or write to: Their class teacher. A teaching assistant. A midday supervisor. Their Key Stage Coordinator (Mrs Johnson for Foundation, Mrs Howard for

Key Stage 1, Mrs Keightley for Key Stage 2). The Strategic Headteacher (Mrs Thomas).

Parents/carers Should initially discuss their concerns either in person or in writing with their

child’s class teacher (who knows their child well). They will note your concerns and will report these to Mrs Thomas (Strategic Head) and to Mrs

Keightley (Head of Pupils and Personnel) and will update them regularly on any developments. Your child’s class teacher will take action outlined in the Procedures section below.

If the situation is not resolved, parents/carers should contact their child’s Key Stage Coordinator (Mrs Johnson for Foundation, Mrs Howard for Key Stage 1, Mrs Keightley for Key Stage 2).

In order to escalate further, please contact Mrs Keightley (Head of Pupils and Personnel) or Mrs Thomas (Strategic Head).

Parents/carers are more than welcome, at any stage, to contact either Mrs Keightley (Head of Pupils and Personnel) or Mrs Thomas (Strategic Head) with their concerns.

There are advice leaflets about bullying and what to do available on the school website www.ravensheadcofe.co.uk or from the main school reception.

Staff and Visitors Should report any concerns or incidents to the Head of Pupils and Personnel

(Mrs Keightley) or to the Strategic Head (Mrs Helen Thomas). Alternatively may report any concerns to Nicola Thomas (Chair of Governors).

Procedures

All reported incidents will be taken seriously and investigated involving all parties. The staff is aware of and follows the same procedures.

We will talk to the suspected victim, the suspected perpetrator and any bystanders.

Parents/carers will be informed and updated. A range of responses appropriate to the situation will be arranged, for

example extra class PSHE sessions, circle of friends, individual work with the victim and perpetrator or referral to the appropriate outside agency.

School sanctions may be applied following consultation with the Behaviour Policy and this will include decisions on what actions may be taken if the bullying persists. Sanctions will relate to the severity of the incident and will send out a message that bullying is unacceptable.

Responses may also vary according to the type of bullying and may involve other agencies where appropriate.

We will follow up the situation especially keeping in touch with the person who reported the situation and the parents/carers/carers. A clear complaints procedure is in place for parents/carers who are not satisfied with the school’s actions.

A range of responses and support appropriate to the situation - solution focused, restorative approach, circle of friends, individual work with victim, perpetrator, referral to outside agencies if appropriate.

Support will be given to the victim and the perpetrator. Ensuring evaluation takes place and that this informs policy review. Managing bullying incidents. Managing the reporting and recording of bullying incidents. Assessing and coordinating training and support for staff. Coordinating strategies for preventing bullying behaviour.

Liaising with the wider community if the bullying is taking place off the school premises i.e. in the case of cyberbullying or hate crime.

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 stored by the Anti-bullying coordinator.

A sample recording form is attached (see Appendix 1).

Prejudice related bullying/incidents should be reported to the local authority using the guidelines set out in Nottinghamshire guidelines for schools: Bullying and Prejudiced –related incidents (August 2017) These should be sent in electronic format, ideally encrypted, with a password sent in a separate email, to ecas@nottscc.gov.uk

It is no longer necessary however, to submit a termly nil return to the team or complete a specific form. Schools are advised that a simple email to ecas@nottscc.gov.uk stating at the end of the academic year that no incidents have been reported to the school, will now suffice.

Information stored in school will be used to ensure individuals 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 discussed by staff in regular staff meetings annually.

This information will be presented to the governors as part of the annual report (see Appendix 2).

The policy will be reviewed and updated annually.

Strategies for preventing bullying

As part of our ongoing commitment to the safety and welfare of our pupils we at Ravenshead C of E Primary school have developed the following strategies to promote positive behaviour and discourage bullying behaviour.

Curriculum and Whole School. For example: Ensuring that the school actively promotes the celebration of difference

and diversity as part of their core values. Involvement in in the All Together Project. Celebrating good behaviour and achievements (praise from teachers in

the classroom, class points, Achievement Assembly, being rewarded with Gerald the Giraffe for Growth Mindset attitude displayed, Class of the Term who are rewarded with £5 per pupil for a treat, green cards, reading raffle, green card winner each week in Achievement Assembly, Record of Achievement).

Involvement in PSHE lessons (using the Jigsaw scheme of work). Involvement in the Healthy Schools Programme.

Anti-Bullying week annually in November and Safer Internet Day in February.

PSHE/Citizenship lessons and cross curricular lessons. Specific curriculum input on areas of concern such as Cyberbullying and

internet safety. Student voice, school council. Pupil questionnaires to gain an insight into the views of the children. Peer mentoring schemes and/or Playground Buddying. British values week in line with the Prevent Duty legislation. Regular reviews of the anti-bullying policy with staff.

Reactive programmes for vulnerable groups or groups involved in bullying. For example: -

Workshops in the Raven’s Nest (for example confidence building for victims, dealing with conflict for the perpetrator).

Circle of Friends’ groups. 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 leaflet about bullying (available from the school reception and also on the school website).

Parent information events such as parents’ evenings. Parent groups/extended schools.

Support for all school staff Staff training and development for all staff including those involved in

lunchtime and before and after school activities. Clear links made with the behaviour policy so staff are clear of the

procedures to follow. Bullying reporting form for school staff to fill in and these are

reviewed/monitored by Sophie Keightley (Head of Pupils and Personnel) and any necessary training given to staff.

Links with other policies Policy WhyBehaviour 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 recordingPSHE/Citizenship Strategies to prevent bullying.Complaints’ Policy Guidelines to make a complaint if families are

not happy with the school’s response.

Prevent Duty Policy To promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs in order to comply with the Prevent Duty legislation and safeguarding obligations.

Useful organisations

Anti-bullying Alliance (ABA) - www.anti-bullying.org Brings together more than 65 organisations with the aim of reducing bullying and creating safer environments in which children and young people can live, grow, play and learn.Mencap – www.mencap.org Mencap is a learning disability charity that provides information and support to children and adults with a learning disability, and to their families and carers.

Stonewall – www.stonewall.org.uk The lesbian, gay, bisexual and transgender charity Educational Action Challenging Homophobia (EACH) – www.eachaction.org.ukEducational Action Challenging Homophobia (EACH) is a charity and training agency helping people and organisations affected by homophobia. The website gives guidance, contact details and a freephone helpline.School's Out – www.schools-out.org.uk Childnet International – www.childnet-int.orgChildnet International - The UK's safer internet centre NSPCC/ChildLine- www.nspcc.org.uk, www.childline.org.uk ChildLine is a private and confidential service for children and young people up to the age of 19. NSPCC run several campaigns to support young people around bullying and internet safetyShow Racism the Red Card – www.theredcard.org.uk

APPENDIX 1

Bullying and Prejudice-based Incident Reporting Form

This form is for a staff member to complete when recording bullying or a prejudice-based incident in school.

Please save a copy of this form under the victim’s surname on the T:drive; Parent concerns and bullying forms; bullying and prejudice incidents. You will also need to email a copy to Helen Thomas (Strategic Headteacher) and to Sophie Keightley (Head of Pupils and Personnel).

Section A: Staff detailsDate of completing form:Name of staff member:Email address of staff member:

Section B: Details of incident

☐ Bullying ☐ Prejudice-based incident

Nature of incident: Tick all that apply

☐ Physical ☐ Property ☐ Verbal ☐Psychological/Social ☐ Cyber

Form of prejudice-based incident: Tick all that apply (if you are unsure of the category for example whether it is homophobic or biphobic bullying then you can tick all that you think may apply and simply explain the details). There are also examples of different types of bullying at the end of this form.

☐ Race ☐ Culture ☐ Religion or belief

☐ Sexual orientation – ☐ Gender identity - ☐ Gender - sexismhomophobic or biphobic transphobic

☐ Special Educational ☐ Appearance or ☐ Related to

home orNeeds or disability health conditions other circumstances

Section C: Details of those involvedRecord all involved, whether adults, pupils, visitors from the school community and from outside.Target of bullying incident:

Name: Age/Year group:

Class teacher:

Other relevant information:

Person responsible for bullying/incident:

Name: Age/Year group:

Class teacher:

Other relevant information:

Section D: Details of IncidentDate: Place: Time:

Witnesses:Repeat incident or serious incident: ☐ Repeat incident ☐ Serious incidentBrief outline of the incident:

Any relevant supporting information e.g. witness accounts, screen grabs:Action taken:Details of others involved or notified:

Actions for follow up:Date for reviewing:

After completion, this form needs to be emailed to the Strategic Head (Helen Thomas) and Sophie Keightley (Head of Pupils and Personnel). Please also save a copy on the T:drive; Parent concerns and bullying forms; bullying and prejudice incidents.

Examples of homophobic, biphobic and transphobic bullying and language

Homophobic bullying is bullying that is based on prejudice or negative attitudes, beliefs or views about lesbian, gay or bisexual people. Homophobic bullying may be targeted at pupils who are, or who are perceived to be, lesbian, gay or bisexual. It can also suggest that someone or something is less worthy because they are lesbian, gay or bisexual. Homophobic bullying is often targeted at pupils who have lesbian, gay or bisexual family members, and pupils who do not conform to gender stereotypes or are seen to be ‘different’ in some way.

For example– a boy repeatedly being called ‘gay’ for holding hands with another boy– a girl who reports that she keeps repeatedly being called a ‘lesbian’ and ‘not a real girl’ by

other pupils because she has short hair

– a boy who is picked on for being gay at break-times because he doesn’t want to play

football – ‘He must be gay if he doesn’t like football’

– a girl who reports that since she came out as a lesbian, other girls in her class keep

moving away from her and giggling every time they’re in the changing rooms

Biphobic bullying is bullying based on prejudice or negative attitudes, beliefs or views specifically about bisexual people. Biphobic bullying may be targeted at pupils who are openly bisexual, those who are questioning their sexual orientation, or pupils who are suspected of being bisexual. Biphobic bullying may target pupils with negative stereotyping (for example suggesting that they are greedy) or assume that being bisexual is a phase.

For example– a bisexual pupil receiving ongoing name-calling and jokes about being ‘greedy’ because

they are attracted to boys and girls

– a pupil who is questioning their sexual orientation repeatedly being asked probing or intimidating questions such as ‘you’re not allowed to fancy boys AND girls?’ or ‘why can’t you be normal and just pick boys or girls?’

Transphobic bullying is bullying based on prejudice or negative attitudes, views or beliefs about trans people. Transphobic bullying affects young people who are trans but can also affect those questioning their gender identity as well as pupils who do not conform to gender stereotypes or norms.

For example– pupils pestering a young person with questions about their gender such as are you a real

boy?’ or ‘are you a boy, or are you a girl?’ or asking invasive questions like ‘do you wear knickers or boxers?’ or‘what body parts do you have?’

– a girl being teased and called names referring to her as a boy or trans because she wears

trousers or ‘boys’ clothes’

– a boy who tells his friends that his dad is now his mum suffers other pupils laughing and

repeatedly telling him ‘that can’t happen – your dad’s a freak’

Homophobic language This could be the casual derogatory use of the word ‘gay’ to mean something negative or the use of explicit homophobic terms

For example– ‘that’s go gay’ or ‘you’re so gay’; ‘those trainers are so gay’

– someone calling another pupil a ‘dyke’ or ‘faggot’

Biphobic languageFor example– shouting ‘bi-bi’

– referring to a bisexual person as ‘greedy’ or ‘attention-seeking’

Transphobic languageFor example– referring to someone as a ‘tranny’

– ’That long hair makes you look like a right gender bender!’– referring to someone as a ‘it’ or ‘he-she’

Sexist language There are often similarities between homophobic, biphobic and transphobic

bullying and sexist language, bullying or attitudes. Sometimes a language or bullying

incident may fit into more than one category.

For exampleThe word ‘girl’ is sometimes used to mean that something or someone is rubbish or less

worthy.

– ‘Don’t be such a girl’ or ‘you kick like a girl

APPENDIX 2

Name of school

Anti-bullying Review Sheet

Autumn/Spring/Summer Term

Type of Incident

ExtortionIsolationPhysicalVerbalCyberbullyingDamage of propertyForced to do somethingSpreading rumoursOther ( specify)

Profile of Young People

Year Ex G E Isol Phys Verbal Cyber Prop Force Rumour Other

G=gender(M/F) E=Ethnicity code

Location

ClassroomPlayground/school groundsCorridor/toiletsSchool busOutside school - cyberbullying - other

Motivation

AppearanceGender/SexismReligion/Culture/ RaceHomophobiaDisability/SEN

Home/Family circumstancesOther

Brief summary of Incident

Action Takeninclude any exclusions, parental involvement, or involvement with external agencies.Generally

With Individuals (as noted on page 1)1.

2.

3.

4.

5.

6.

Form completed by: Date:

Follow-up Date

APPENDIX 3 – Leaflet for KS1 children

APPENDIX 4 – Leaflet for KS2 children

APPENDIX 5 – Leaflet for parents