Anti-Bullying Strategy 08/10

’ ‘Toge ce ther w eren e can make a diff Contents Appendices Key Recommendations:AShared Approach Strategic Objectives Core Strands Definition Aim Introduction Contents • • • • • • • • • • • E- D- C- B- A-       Positive Partnerships Involving Children andYoung People Evidence-based Initiatives Awareness andCommunication Policy andPractice Data Management Resources andContacts Bullying Audit Consultation Recording Sheets Policy guidelines, Sample Charter and Policy guidelines,SampleCharter Links

25 18 19 15 14 13 10 12 17 11 9 8 7 6 4 3 1

wellbeing (Core Aim 6). (Core Aim 5)and; have asafe emotional homeandcommunity whichsupports be listenedto, treated withrespect andhave theirraceandculturalidentityrecognised emotional health, whichisfree from abuse, victimisationandexploitation(Core Aim 3); threat ofbullying (Core Aim 2); experiencethe bestpossiblemental, socialand enjoy education, thatare trainingandlearningopportunities free from thepersonal Assembly Government (WAG) Rightsto Action. childandyoung Every personshould; toreduceEfforts bullying map directly onto four oftheseven Core Aims ofthe Welsh persistent patternsofbullying behaviour. and communication between agencieswillbeessentialifwe are toidentifyandreduce and/or disabilities, andthosewhosuffer racialandhomophobicbullying inparticular), care ofSocialServices, thosewhoare young carers, thosewhohave additional needs be required toprotect themostvulnerablechildren andyoung people (e.g., thosein equal measure andguidancetrainingneedtobeprovided. will Specificsupport required inresponse. Prevention of, andreaction to, bullying shouldbeaddressed in are oftendeep-rooted triggerstobullying behaviour, andamulti-faceted approach is borough, andataskfinishgroup wasdeveloped tohelpwritethisstrategy. There consistent approach totacklingbullying between children andyoung peopleacross the An anti-bullying development coordinator hasbeenappointed in Torfaen toestablisha discourage themfrom engaginginbullying behaviour. cannot entirely control theenvironment children andyoung peoplegrow upin, we can confidence that appropriate actionwillbetaken ifinstancesare reported. Although we people, parents andprofessionals alike feel confidentindealingwithbullying, andhave We needtoestablisha ‘culture of telling’across settings, where children andyoung challenged, andamore in-depthunderstandingandawareness needstobefostered. of early identificationandintervention. Traditional ‘bully/victim’ stereotypes needtobe recognisesThis strategy thecomplexnature ofbullying behaviour andtheimportance can leadtosuicide. causes great distress (whichcancontinue rightthrough adulthood), atworst, bullying academic, socialandpersonalwellbeing ofchildren andyoung people. At best, bullying be achieved. We must notunderestimate theimpactbullying hasontheemotional, the commitmentsmadeinresponding tothis, andlays down thekey objectives to action(Appendix and theneedfor further A). details This multi-agency strategy Locally, ourchildren andyoung peoplehave alsospoken oftheirconcernbullying experienced bullying whenasked by FunkyDragon in2007(OurRights, OurStory). Indeed, 46%of12, 000young peoplein Wales aged11-18years saidthatthey had the mostcommonproblem they receive callsabout, withnumbers risingyear onyear. children andyoung seriously. peoplevery Nationally, Childline reportbullying tobe Torfaen CountyBorough agenciestake Councilanditspartner bullying between Introduction Introduction Aim Aim By bringing together work from various teams in Torfaen County Borough Council The aim of this strategy is to establish a coordinated, consistent, uniform approach to with that of partner agencies, this strategy provides a coordinated approach to tackling tackling bullying in all Torfaen school, youth and community settings1. The Council and bullying. A borough-wide definition of bullying is provided, along with six core strands of all partner agencies need to work together from a shared understanding to develop work. A number of strategic objectives are outlined and a shared approach to tackling evidence-based methods for significantly reducing instances of bullying between bullying is summarised. Details of the consultation underpinning this strategy and links children and young people. to other documents can be found in Appendices B and C respectively. Guidance being piloted by WAG on how to develop an anti-bullying policy can be found in Appendix D, The following key stakeholders have signed up and committed to the above aim of along with a sample anti-bullying participation charter and newly developed recording Torfaen’s anti-bullying strategy. protocol. Information on where to find resources and contacts can be found in Appendix E. Cllr Mary Barnett Date Genuine commitment to the strategy is required from all headteachers, governors Executive Member Children & Young People and centre leaders. Anti-bullying needs to take a high priority, and each institution is Torfaen County Borough Council responsible for developing a model of good practice. The Council will work with all relevant settings to monitor, support and challenge where appropriate. Ultimately, Mike de Val Date we all have a role to play in ensuring communities flourish where children and young Strategic Director Children & Young People people are free from bullying. Torfaen County Borough Council

Together we can stop it. Speak out about bullying! Jackie Smith Date Children & Young People’s Development Officer Torfaen Voluntary Alliance

What Children, Young People, Parents and Professionals Think David Jeremiah Date Manager ‘A lot of people bully others to look cool and join in because their friends tell them to’ Torfaen Community Safety Partnership Primary school pupil. Gillian Cox Date ‘Bullying is a personal attack and it really hurts when it is a group of people doing it to you’ Manager Secondary school pupil. Torfaen & Monmouthshire Youth Offending Team

‘We found that listening to what our daughter wanted and needed was the right thing Peter Keen Date to do’ Superintendent Parent. Gwent Police

‘Bullying is not an easy issue to approach, especially if you suspect the child you’re Sarah Aitken Date looking after is doing the bullying’ Director Foster Carer. Torfaen National Public Health Service

‘We need a consistent approach to tackling bullying where we all understand what it is Gale Davies Date and how to deal with it’ Head of Women & Children’s Services Planning Teacher. Torfaen Local Health Board

‘We need to tackle bullying from every angle’ Carol Shillabeer Date Youth Worker. Head of Children & Family Services Gwent NHS Trust

2 3 1 Youth and community settings are defined as settings where children and young people meet (eg youth clubs, play schemes, voluntary organisations, residential care and leisure facilities). Definition 4 information for tacklingallforms ofbullying. degree (perceived oractual), andthe WAG document ‘Respecting Others’provides could betreated asacriminaloffence. All bullying isbasedondifference tosome tobemindful thatextremeimportant instances of bullying that include harassment provided tobothparties, butthe behaviour neednotbelabelledasbullying. Itisalso otherswithout meaningtodoso,hurt thatappropriate is anditisimportant support There willbeoccasionswhenchildren andyoung peoplephysically oremotionally is happening, actionmust betaken todeterminewhy thisallegationhasbeenmade. perspectives are taken intoaccount. Ifachild, young personoradultstatesthatbullying thatwhendealingwithallegedincidentsofbullying,It isimportant individual Bullying canalsobebasedondisability, ability, gender, appearance orcircumstance. Although notanexhaustive list, commonexamplesofbullying include: Bullying generally takes oneofthree forms: bullying, developed by children, young peopleandadultsintheborough: other forms ofmisbehaviour. All agenciesare invited toadoptthe Torfaen definitionof that we develop ashared understandingofwhatbullying isandhow itdiffers from Although bullying isasubjective experience, andthushard todefine, itisimportant Definition “ “ “ Bullying isusingaggressive behaviourornamecallingtowards anotherindividual Bullying behaviourinvolves animbalanceofpower orgroup where aperson ofpeople it out.” Sarah Jane, 14. Bullying islike acandle, itnever really runsoutuntilsomeonedoessomethingtoblow way.”because theymaybedifferent inacertain Toby Davy, 16. individuals ofequalpower shouldnotbeseenasbullying” group ofpeople. behaviour, Isolatedinstancesofhurtful teasingorargumentsbetween repeatedly or andintentionallycauseemotionalorphysical harmtoanotherperson Verbal Cyber bullying Racial bullying Physical Homophobic bullying Sexual bullying Indirect

to alsotacklebullying ofthemore ableandtalented. Advocacy Project may beabletooffer additional advice(see Appendix E), andwe need Organisations suchasMencap, theNational Youth andSpecial Needs Advocacy Service allvulnerable groups,support have andSocialServices role aparticular toplay here. people may have socialorcommunicative difficulties it.reporting We needto additional needs Bullying ofchildren andyoung peoplewithdisabilitiesor E). how todealwithracistincidentsanddevelop understandingofdiversity (see Appendix can provide adviceandguidanceontheRaceRelations(Amendment) Act 2000, and Service,Minority Support the Valleys RegionalEqualityCouncilandtheCroeso project of bullying anddiscriminationasakey barrier facedintheireducation. Gwent Ethnic Gypsy community, andculturalawareness trainingwithteacherstoraiseawareness been runningaself-advocacy group withchildren andyoung peoplefrom the Traveller/ an exampleofthis, where Youth withSaveAccess (inpartnership theChildren) have challenge suchstereotyping, discriminationandprejudice. The Torfaen EqualProject is identity and/orreligion, andwe needtowork agenciesto closely withpartner Racial bullying can provide here support (see Appendix E). attitude inthisarea: Stonewall, Safer Wales andtheRainbow Group, amongstothers, their anti-bullying policy. We needtoimprove uponstaffandparental knowledge and aware ofverbal incidents, yet only 6%ofschoolsreferred tothistypeofbullying in schoolsinEnglandand that of300secondary Wales surveyed, 82%ofteacherswere bullying basedonsocially non-normative genderidentity. Recentresearch hasshown when tacklingthisissuewe shouldalsobemindfuloftransgenderbullying, thatis, Homophobic bullying topics,and mobiletechnology includingcyberbullying (see Appendix E). org, and WISE KIDSoffer workshops andtrainingprogrammes onavarietyofinternet evidence. The latestguidanceontacklingcyberbullying canbefound atwww.digizen. criminal offence andpolicehave thepower tosearch computersandmobilephonesfor and develop methodsfor tacklingit. Sendingthreatening textmessagesoremailsisa undertaken withchildren andyoungourunderstandingofthisissue peopletofurther Cyber bullying canbemotivatedby race, skincolour, nationality, accent, cultural is particularly difficulttotrace. isparticularly Therefore, much work needstobe requires careful consideration, becausesomeoftheseyoung isbasedonactualorperceived sexualorientation, and 5 Core Strands Strand 1: Data Management Six core strands of work underpin Torfaen’s Anti-Bullying Strategy: Although recent audits have identified bullying as a key issue faced by children and young people in Torfaen (Appendix A), we have few baseline measures or statistics to • Data management; guide our work. Gathering accurate information on the prevalence of different types of bullying is therefore a key priority within this strategy. • Policy and practice; All children’s services have a duty of care, under the Children Act 2004 (Section 11), to • Awareness and communication; safeguard and promote the welfare of children. It is therefore critical that school, youth and community settings record all instances of bullying, along with actions undertaken • Evidence-based initiatives; and outcomes. Every child setting is responsible for recording, reporting and acting upon incidents of bullying that occur in their care and bullying in the community needs Core Strands Core • Involving children and young people; to be reported to Gwent Police and/or the Community Safety Partnership. Agencies that are aware of bullying occuring in settings other than their own should ensure • Positive partnerships. those in charge are aware of the situation. Newly developed recording protocol can be found in Appendix D, and further details of reporting arrangements can be found Each of these will be summarised in turn, and key activities will be highlighted in the Key Recommendations. Every alleged incident needs to be recorded, and if throughout. Ultimately, the Children and Young People’s Partnership will evaluate confirmed, logged accordingly. Annual summation forms should then be used to collate progress in achieving these key activities and the strategic objectives outlined on the confirmed information, and all agencies are encouraged to use this to monitor their page 13. own progress in combating bullying and share this with the Children and Young People’s Partnership so that relevant resources can be targeted where needed most.

The benefit of collating borough-wide information year on year will be evidenced in the ability to:

• Analyse information to provide audits and target resources appropriately;

• Monitor the effectiveness of individual policies;

• Evaluate the effectiveness and impact of the Anti-Bullying Strategy.

Schools should be reporting to governors termly, and the anti-bullying coordinator will report to the Torfaen Association of Schools Governors and Council annually. It should be noted that reported rates of bullying may increase initially as a result of awareness raised by this strategy.

Key Activities • Provide key stakeholders with clear, simple and consistent protocol for recording and reporting instances of bullying;

• Assess levels and types of bullying in school, youth and community settings and compare with current statistics;

• Use these data along with information gleaned from training evaluation and consultation with children and young people as performance indicators;

Sinéad Morse • Work with all partners to develop protocol for sharing information regarding Age 10 6 bullying. 7 Strand 2: Policy and Practice Strand 3: Awareness and Communication To tackle bullying effectively, it is essential that we get policy and practice right. The All children, young people, parents and professionals need to have an understanding of Government’s Safeguarding Guidance 2006 states that “all settings in which children are what bullying is and why it happens. Events such as Anti-Bullying Week are important provided with services should have in place rigorously enforced anti-bullying strategies”, for raising awareness, but regular work throughout the year needs to be done to and under the School Standards Framework Act 1998 (Section 61), headteachers have celebrate diversity and respect difference. A cross-curricular approach needs to a legal obligation to ensure an anti-bullying policy is in place within their school. Each be adopted in schools, and youth and community settings need to be creative and anti-bullying policy needs to be clear about what bullying is and how the school, youth innovative in approaching this complex issue. Local media and the Torfaen County or community setting intends to deal with it. Policies should extend to after school Borough Council website will be utilised to raise the profile of bullying across clubs and transport arrangements and protocol should also be in place for dealing with the borough. the most serious instances of bullying, such as when a child or young person threatens to commit suicide. All policies should be reviewed annually, and it is important that Communication between agencies within and across authorities needs to develop children, young people, staff and parents are involved in this process to develop a further, and it is recommended that the task and finish group established to help whole-school/community approach. write this strategy continues to evolve as a sub-group of Torfaen’s Local Safeguarding Children Board. Current members of the multi-agency anti-bullying group can be Bullying has long been clouded by a fog of silence, and a ‘culture of telling’ needs to be found in the Positive Partnerships section, and a cross-authorities network is under created. Children and young people, parents and professionals need to feel confident development. that, if reported, bullying will be dealt with appropriately. All staff need to work from a shared understanding, and all incidents of bullying need to be dealt with fairly and Key Activities consistently. A good working relationship between staff and parents can only improve the situation. • Raise the profile of bullying in school, youth and community settings;

There is clear evidence that anti-bullying charters/agreements can be used effectively • Work with parents/carers to raise awareness and understanding of issues to promote positive participation, and all agencies are encouraged to use such tools surrounding bullying; to establish whole-school/community cohesion. A sample charter can be found in Appendix D, along with WAG policy development guidance. • Encourage full engagement and coordinate evidence-based activities for Anti- Bullying Week;

Key Activities • Establish a standing group to promote communication between agencies and • All school, youth and community settings need to develop, implement, monitor monitor and evaluate progress of the strategy. and review whole-school/community anti-bullying policies;

• All agencies are encouraged to nominate an anti-bullying lead to oversee implementation of the Key Recommendations;

• All agencies are encouraged to monitor the effectiveness of their own policy.

8 9 Strand 4: Evidence-based Initiatives Strand 5: Involving Children and Young People All work designed to prevent and challenge bullying needs to be informed by good It is our collective responsibility to ensure that all children and young people are practice, and all staff working with children and young people need to understand given the opportunity and encouragement to speak out and have their voices heard the underlying causes of bullying and have the ability to promote positive life and on matters that directly affect them. This right is formerly recognised in Article 12 of social skills. Research has identified a number of pro-active preventative and reactive the United Nations Convention of the Rights of the Child and the Welsh Assembly initiatives that can be used effectively to combat bullying and promote positive peer document Extending Entitlement. relations. All children and young people should have access to multiple methods for reporting incidents of bullying without feeling threatened (e.g., friendly teacher, peer This strategy was written in response to requests made by children and young people supporter, worry box), and information on different reporting options should be of Torfaen. Therefore, it is critical that our children and young people are provided with promoted and made readily available. continuing opportunities to influence key decisions that will shape our anti-bullying work. To date, they have been fully involved in the development of this strategy, and Wherever possible, an anti-bullying message needs to be reinforced. Cooperative group have been working to develop a Torfaen anti-bullying website. work and circle time activities can be used from the early years onwards to promote positive peer relations, celebrate diversity and respect difference. School councils can We need to give children and young people the opportunity to make a stand against play a crucial role in identifying work that needs to be done, and peer support schemes bullying, and equip them with the skills needed to prevent it, deal with it and help harbour an anti-bullying ethos, provide direct assistance for those who need it, and others. Schools and other youth and community settings are encouraged to involve promote the development of social skills and confidence in those who participate. children and young people as far as possible in developing and reviewing anti-bullying policies. Bullying is a complex ever changing issue, and children and young people will If an individual is in need of more support, a circle of friends or support group can be have many of the answers. They can tell us what the most important issues are, and set up. Direct mediation of the situation can be carried out by trained peers or adults, provide some insight into how best to solve them. and restorative practice provides a well-established framework for repairing harm as far as possible. Assertiveness training can also be used to promote resilience, raise self- Key Activities esteem and empower bystanders. As the evidence-base for school-based counselling develops, this will be kept under review. In order to share good practice and bridge the • Invite representative Torfaen Young People’s Forum members to contribute to gap between research and practice, a conference is being planned in Torfaen for 2008. the anti-bullying standing group; Key Activities • Identify resources to host a children and young person’s anti-bullying conference on an annual basis; • Identify resources to develop high quality evidence-based training entitlement for all settings; • Encourage all agencies to implement the Children and Young People’s • Develop and publicise signposting information to direct schools and other Participation Charter as a measure of children and young people’s involvement settings on how to access support. in decision making.

10 11 Strand 6: Positive Partnerships Strategic Objectives Strategic Objectives Without partnership working, we would not be able to deliver a consistent anti- There are a number of strategic objectives that need to be met if we are to effectively bullying approach in Torfaen. In particular, the following services have been instrumental build upon the anti-bullying work conducted in Torfaen. The anti-bullying coordinator in developing the strategy: will report to the Children and Young People’s Partnership and the Council on progress made in achieving these objectives in particular: Education Local Health Board Youth and Play Service Primary Mental Health Team • All partner agencies have anti-bullying policies and recording procedures in Torfaen Voluntary Alliance Diversity Forum place February 2009; Youth Offending Team National Public Health Service Social Services Bulliesout • Training provided to all partners May 2009; Community Safety Partnership Gwent Ethnic Minority Support Service • Initial collation and analysis of bullying incident information from partner Gwent Police Valleys Regional Equality Council agencies September 2009;

More work is required to ensure parents and families understand the complex nature • Sharing of information across partners October 2009; of bullying and how best to prevent it, deal with it and support those affected by it. All anti-bullying policies should be made available to parents/carers, because trusting • Revise strategy according to needs analysis 2010. communicative relationships are essential if families are to work together with school, youth and community settings. Governors also have an important role to play informing In conjunction with working towards these strategic objectives, it is vital that school policy and ensuring effective implementation (see Appendix E for a useful guide). all agencies regularly reflect on their own anti-bullying work and consider how improvements could be made. It is critical that a ‘joined-up’ approach continues to develop, and formalisation of an anti-bullying standing sub-group within Torfaen’s Local Safeguarding Children Board will support this. The current audit of anti-bullying services also needs to be updated and publicised across the borough.

Key Activities: • Develop a multi-agency standing group to oversee all anti-bullying work and evaluate progress;

• Communicate key developments and encourage collaborative working between partners via the standing group;

• Evaluate and respond to the training needs of professionals and provide support/guidance to parents and carers.

12 13 Key Recommendations: A Shared Approach Appendix A: Bullying Audit Appendix A Because bullying often persists across a variety of settings, a number of broad In 2005, the Speak Out consultation told us that bullying was one of the biggest issues recommendations are required to establish a ‘shared approach’. Both a ‘schools- faced by children and young people in Torfaen. Over 800 secondary school pupils were focussed’ and a ‘communities-focussed’ working party contributed to the development asked what issues they were currently facing. As shown in the graph below, bullying was of these recommendations to increase continuity. A host of other agencies were also the second biggest issue identified by children and young people. consulted individually (see Appendix B). All partner agencies are encouraged to:

1) Develop, implement, monitor, revise and publicise an anti-bullying policy in line % with the WAG guidance provided in Appendix D; 30

2) Work on prevention and intervention activities throughout the year and organise 25 events for Anti-Bullying Week (usually end of November); 20 15 3) Adopt the components of the Torfaen definition of bullying and recording protocol as a basis for good practice2 (see Appendix D); 10 5 4) Share incident information with the Children and Young People’s Partnership so that the anti-bullying work conducted across Torfaen can be evaluated and 0 Smoking Bullying Substance Alcohol Family Underage Friendship improved. (All settings are also encouraged to use incident information to evaluate misuse problems sex problems their own policy and target resources where needed most);

5) Share confirmed bullying incident information when appropriate with the Additional information comes from the Communities that Care report, also conducted Community Safety Partnership, who will determine (with consent from the in 2005. 3,888 pupils aged 11-16 years were asked whether or not they had bullied or young person who has experienced the bullying) what course of action, if any, is badly treated another pupil in the last year. The results of this survey demonstrated required3; that there were no significant differences between the responses for Torfaen and a national sample. Additionally, responses provided by pupils from different areas of 6) Nominate an anti-bullying lead to help settings implement the above Torfaen did not differ from the overall Torfaen average. recommendations, and if possible, act as a first point of contact for the anti- bullying coordinator, children, young people, families and other professionals; The graph on the next page plots the aggressive behaviour of others for both boys and girls in Torfaen. Whilst 49% of respondents said that they had not been bullied in the past year, 15% said that they had often or very often been bullied or badly treated by 7) Make use of training provided to ensure that all child settings are able to pupils in the last year. A further 14% said that this had happened sometimes and 19% implement the above recommendations and develop effective evidence-based anti- said rarely. There was one significant difference by year group. It was found that younger bullying strategies; pupils were significantly more likely than older pupils to report having been bullied in the past year (51% compared to 45% of older pupils). 8) Undertake internal audits of staff, children, young person and parent/carer

Key Recommendations: A Shared Approach Key Recommendations: A Shared perceptions of bullying. Both the ‘life in schools’ questionnaire and the Anti- Pupils were asked various questions about school rules and organisation. One of Bullying Alliance audit toolkit can be used for this purpose (see Appendix E for which was whether the school had clear rules about bullying. Pupils from Torfaen were details). significantly more likely to say that their school did not have clear rules on bullying (17%) than the national sample (14%).

2 We invite all agencies to use the 3-stage Torfaen Recording procedure. The Alleged Bullying Incident Log should be used to record day-to-day allegations of bullying, the Confirmed Bullying Incident Log should be used to record instances of bullying that have been confirmed following investigation, and the Annual Bullying Incident Summary should be used to collate and share information. Bullying of a racist nature still needs to be dealt with in the context of anti-racist policies required by schools under the Race Relations Amendments Act and the ‘Guidelines and Procedures for Dealing with and Reporting Racist 1 Youth and Community Settings are defined as settings where children and young people meet (eg youth clubs, play schemes, 14 Incidents in Schools’. Racial incidents need to be reported to the Equalities Manager for Torfaen. voluntary organisations, residential care and leisure facilities). 15 3 The Community Safety Partnership will also notify other appropriate agencies of confirmed incidents of bullying that they become aware of. Precise protocol will need to be developed for this in the future. Others’ aggressive behaviour by gender Appendix B: Consultation Appendix B Percentage of pupils Education Infant, Primary, Secondary and 70 Educational Psychology Special Schools 60 Youth Access 14-19 Network 50 Learning Zone School Governors 40 Inclusion and Education Welfare Lead School Health Nurse 30 20 Youth and Community Settings 10 Youth and Play Service Torfaen Voluntary Alliance Cwmbran Centre for Young People Community Safety Partnership 0 Youth Offending Team Gwent Police Been bullied in the There are pupils in I have seen a pupil Valleys Regional Equality Council Residential Care last year my class who are attack a teacher in regularly picked on this school Boys 44 % 52 % 25 % Children and Young People Girls 52 % 59 % 20 % Torfaen Young People’s Forum Youth and School Councils Torfaen Young People’s Support Youth Clubs There were also significant differences within Torfaen. Pupils living in Blaenavon, Service Abersychan/Garndiffaith and Trevethin were all significantly less likely than pupils from the whole Torfaen sample to say that their school did not have clear rules about bullying (see graph below). Parents and Professionals Parents and carers Social Services Percentage of pupils Multi-displinary Intervention Service Primary Mental Health Team Torfaen 25 Schools Multi-agency Resource National Public Health Service Team Torfaen 20 Local Health Board Torfaen Diversity Forum 15 Gwent Ethnic Minority Support Torfaen County Borough Council 10 Service Child and Adolescent Mental Health 5 Local Safeguarding Children Board Services 0 Torfaen Blaenavon Abersychan Pontypool Cwmbran Cwmbran Trevethin Thornhill SW SE

16 17 Appendix C: Links Appendix D: Policy Guidelines, Sample Charter Appendix D The anti-bullying strategy feeds directly into both Torfaen County Borough Council’s and Recording Sheets Corporate Plan and Single Children’s Plan. The following policy guidelines have been adapted from the self-assessment toolkit Links with other local documents include: currently being piloted in schools by Welsh Assembly Government . Small changes have been made to the text to ensure it is applicable to other youth and community settings, Special Educational Needs Policy and it should be used with reference to the Welsh Assembly Government Circular Mental Health Promotion Strategy and Practice 23/2003 Respecting Others: Anti-bullying Guidance. Local Safeguarding Children

Appendix C Inclusion Strategy Business Plan Consultation Community Safety Strategy Healthy Schools Strategy Equalities Policy Play Strategy Has the organisation consulted widely in developing its policy?

Links with national and international documents include: Have a variety of methods of consultation been used?

UN Convention of the Rights of the Child 1992 Are interested groups being consulted at all stages of developing, www.cirp.org/library/ethics/UN-convention implementing, monitoring and evaluating the policy? Education Act 1996 www.opsi.go.uk/acts/acts1996 School Standards and Framework Act 1998 Definition of Bullying www.opsi.go.uk/acts/acts1998 Does the policy define what the organisation considers ‘bullying’ to be? Human Rights Act 1998 www.opsi.go.uk/acts/acts1998 Is this definition of bullying clear and age-appropriate? Race Relations (Amendment) Act 2000 www.opsi.go.uk/acts/acts2000 Welsh Assembly Government: Extending Entitlement 2000 www.wales.gov.uk/topics/educationandskills Ability to Identify Behaviour as Bullying Welsh Assembly Government: Respecting Others 2003 www.wales.gov.uk/topics/educationandskills Does the policy identify types of bullying behaviour, including the use of Safeguarding Children: Working Together Under the Children Act 2004 modern technologies as a tool for bullying? www.wales,gov.uk/topics/childrenyoungpeople/publications/guidance Does the policy identify important categories of bullying, for example Welsh Assembly Government: Rights to Action 2004 bullying on the basis of race, gender, sexual orientation, Special Educational www.wales.gov.uk/topics/childrenyoungpeople/publications Needs or disabilities and long-term health conditions? Estyn: Tackling Bullying in Schools 2006 www.estyn.gov.uk/publications Education and Inspections Act 2006 Strategies for the Organisation www.opsi.go.uk/acts/acts2006 Does the policy deal with bullying as a whole-school/community issue? Equality Act 2006 www.opsi.go.uk/acts/acts2006 Does the policy identify a range of strategies the organisation can use to reduce bullying? 18 19 Anti-Bullying Charter Anti-Bullying Charter Strategies for the Organisation (Continued from previous page)

Does the policy consider all the opportunities where bullying can be tackled through the curriculum? In our community, we will: Does the policy lay out an effective system for keeping records of bullying incidents? ✓ Work together to prevent bullying; Strategies for Parents

Have parents/carers been consulted on the development of the anti- bullying strategies? ✓ Celebrate diversity; Does the policy set out clear guidelines for parents wishing to complain about bullying? ✓ Respect difference; Strategies for Children and Young People

Does the policy lay out clear, age-appropriate guidelines for pupils wishing to complain about bullying? ✓ Be friendly to one another; Does the policy ensure that all children and young people are aware of the support available to those who have been bullied? Does the policy ensure that all children and young people are aware of ✓ Always report bullying; the disciplinary processes for those involved in bullying incidents?

Procedures ✓ Deal with bullying seriously; Are there clear procedures for reporting and dealing with incidents of bullying for children, young people, parents and staff? Are there clear guidelines on how new young people/staff are inducted ✓ Accept others, regardless of into the organisation’s anti-bullying policy? Are there clear processes for keeping the policy under continuous appearance, race, ability, culture, monitoring? sexuality, gender or circumstance.

Timetable for Development and Review

Does the policy include a checklist of by when things should have Signature: happened?

Does the policy lay out dates for regular reviews of the policy?

20 21 Torfaen Alleged Bullying Incident Log Torfaen Confirmed Bullying Incident Log Torfaen Confirmed Bullying Incident Log “Bullying behaviour involves an imbalance of power where a person or group of people Name(s), Age, Gender Setting repeatedly and intentionally cause emotional or physical harm to another person or Child(s) group of people. Isolated instances of hurtful behaviour, teasing or arguments between alleged to be individuals of equal power should not be seen as bullying.” experiencing bullying behaviour How many times have they... Bullied others Been bullied Name(s), Age, Gender Setting Child(s) alleged before? before? to be engaging Child(s) in bullying experiencing behaviour bullying behaviour Reported by: Date: Child(s) engaging in bullying Investigation by: Date: behaviour

Account of individual(s) alleged to be experiencing bullying behaviour: (use separate sheet if required) Reported by: Date: Reported to: Investigation by: Date: Details of bullying incident: Looked After Child? Yes No Ethnicity: Those experiencing bullying behaviour: (use separate sheet if required)

Account of individual(s) alleged to be engaging in bullying behaviour: (use separate sheet if required)

Looked After Child? Yes No Ethnicity:

Torfaen Alleged Bullying Incident Log Torfaen Those engaging in bullying behaviour: (use separate sheet if required) Looked After Child? Yes No Ethnicity:

Action: (use separate sheet if required)

Review date: Looked After Child? Yes No Ethnicity:

Was alleged bullying confirmed? (please circle) Yes* No Insufficient evidence to decide Action: (use separate sheet if required) Was the matter Yes No Details: resolved? (please circle) Review date: Future action (if appropriate) Monitoring (you may circle more than one)

* If yes, please log details on a Torfaen Confirmed Bullying Incident Log. Physical Verbal Indirect Cyber Racial Homophobic Sexual Appearance Disability Ability Gender LAC Other 22 23 Annual Bullying Incident Summary 2008 - 2009 Appendix E - Resources and Contacts Appendix E Name of organisation/team: Below are a number of links to resources that can be used to help tackle bullying. Approximately 500 copies of a resource called ‘Anti-bullying: A young person’s guide’ Name of person collating information: have been distribued to different agencies across the borough. This workbook can be used one-on-one or in groups to explore issues that surround bullying. Every school September/ January/ May/ also has a copy of the ‘What’s the score on bullying?’ resource pack. This pack provides Total December April August step by step information on building a safe, bullying free classroom and whole-school approach. Male Female Male Female Male Female Male Female The Anti-Bullying Coordinator is developing a bank of resources for lending purposes, Total number of bullying incidents and the websites provided on the next page provide good links to further resources.

Physical Additional information for tackling bullying can be found in:

Verbal Countering bullying: A resource pack (Torfaen County Borough Council) 2000.

Indirect A strategy to support schools in the development of effective anti-bullying practice (Torfaen County Borough Council) 2006. Cyber Governors guide on preventing bullying: A practical guide for school governors Racial (Governors Wales) 2006.

Homophobic Welsh Assembly Government Circular 2003/23 ‘Respecting Others’.

Sexual Additional guidance for measuring levels of bullying can be found in:

Based on gender Anti-bullying policies: A good practice guide (Torfaen County Borough Council) 2000. Based on appearance www.anti-bullyingalliance.org.uk (contains an anti-bullying audit toolkit). Based on disability Some local support services include: Based on ability Bulliesout 02920 568947 Looked After Child Cwmbran Centre for Young People4 01633 875851 Other Community Safety Partnership 01633 628992 Gwent Ethnic Minority Support Service 01633 255473 National Youth Advocacy Service 0800 616101 Total number Male engaging in NSPCC Wales Education Advisor 01792 454723 bullying behaviour Female Rainbow Group 01495 752333 Safer Wales 02920 461564 Special Needs Advisory Project 02920 388776 Total number Male Annual Bullying Behaviour Summary 2008 - 2009 experiencing Stonewall Cymru 02920 237744 bullying behaviour Female The Croeso Project 02920 663710 WISE Kids 01633 673339 This form should be used to report annually to the anti-bullying coordinator, please Valleys Regional Equality Council 01443 742704 email the completed form to [email protected] by 31st August 2009. 24 25

4 A young persons counselling and mentoring service is available here. Children and Young People www.bulliesout.com www.stopbullyingnow.hrsa.gov www.bullyfreezone.co.uk www.stonewall.org.uk www.bullybusters.org.uk www.worriedneed2talk.org.uk www.bullying.co.uk www.cliconline.co.uk www.kidscape.org.uk www.nyas.net

Parents and Professionals www.anti-bullyingalliance.org.uk www.kidscape.org.uk www.beatbullying.org www.parentscentre.gov.uk www.bullying.co.uk www.redballoonlearner.co.uk www.eachaction.org.uk www.wisekids.org.uk www.childnet-int.org www.headzone.com www.stonewall.org.uk www.mencap.org.uk

Helplines Childline NSPCC Helpline

0800 1111 0808 800 5000 Parentline Plus Kidscape

0808 800 2222 0845 120 5204

For further information regarding this document, please contact: Sam Waldron Anti-Bullying Development Coordinator Community Education and Advisory Centre Upper Cwmbran Road Cwmbran Torfaen NP44 1SN Telephone 01633 648873 E-mail [email protected]

26