Anti Bullying Policy s8

Gwyrosydd Primary School

Dealing with Bullying 2014 Gwyrosydd Primary School- A POLICY FOR DEALING WITH BULLYING

Definition Bullying can be described as being ‘a deliberate act done to cause distress solely in order to give a feeling of power, status or other gratification to the bully. Bullying can range from ostracising, name-calling, teasing, threats and extortion, through to physical intimidation, assault on persons and/or their property. It can be an unresolved single frightening incident that casts a shadow over a child’s life, or a series of such incidents.’

At Gwyrosydd Primary School, staff, parents and children work together to create a happy, caring and safe learning environment. Bullying, whether verbal, physical or indirect, is not tolerated. It is everyone’s responsibility to try to prevent occurrences of bullying and to deal with any incidents quickly and effectively.

Research has shown, repeatedly, that the extent of bullying in schools is greatly underestimated.

Bullying may be brought to the attention of any member of staff by the victim(s), their friend(s), their parent(s) or other interested people.

Aims  To provide a safe, caring environment for the whole school community, especially the children in our care.  To instil in children that bullying is unacceptable and that reports of bullying will be taken seriously, recorded and acted upon.  To reassure children that they will be listened to and will know that it is all right to tell.  To heed parents and keep them informed of actions taken in response to a complaint.  A full investigation will follow any report of bullying with detailed records kept of incidents, reports and complaints.  To take appropriate action, including exclusion in cases of severe bullying.  To monitor incidents of bullying during the school year by all teachers.

Strategies for Dealing with Bullying In dealing with bullying, all members of staff at Gwyrosydd Primary School follow these fundamental guidelines.

 Never ignore suspected bullying.  Do not make premature assumptions.  Listen carefully to all accounts – several pupils with the same version of events does not mean they are telling the truth.  Adopt a problem-solving approach that moves pupils forward from self-justification.  Follow up proven cases to check bullying has not returned.  Keep detailed records with reference to what has happened and what action was taken.

At Gwyrosydd Primary School we believe in using a pro-active rather than re-active approach to reduce bullying. That is to say we work hard to prevent bullying rather than only acting after bullying has taken place. As a school we try to establish a ‘bully-deterring’ ethos where:

 respect is earned and is more important than strength  moral values underpin school rules  all pupils have opportunity to build their self-esteem

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 we change or enhance the environment to make it a place where bullying is less likely to occur  all school partners have equal rights  we all have opinions but we don’t impose them on others  pupils are made aware of bullying issues, what to do, what the consequences will be and where to find support

Proactive strategies are used at individual, class and whole school levels and we are always looking to improve the strategies we use to deter bulling from taking place. These strategies cover raising awareness about bullying, increased understanding for victims and teaching pupils how to manage relationships in a constructive way.

Where bullying does occur we will always investigate thoroughly and take appropriate action. Staff should apply one or more of the strategies below, depending on the perceived seriousness of the situation. The emphasis should always be one of showing a caring and listening approach.

In response to a complaint of bullying, the discipline procedures of Gwyrosydd Primary School should be followed, with staff making a full investigation, keeping detailed records and applying sanctions as necessary.

1. Discuss the nature of the bullying with the ‘victim’ at length, recording all the facts. This will require patience and understanding. 2. Identify the bully/bullies and any witnesses. 3. Interview witnesses. 4. Discuss the incident(s) with the alleged bully/ies. Confront them with the allegations and ask them to tell the truth about the situation/incident. Make it clear that this is only an investigation at this stage. 5. If the bully owns up, make it understood that bullying is not acceptable at Gwyrosydd Primary School and what effect it has on the education of the victim and the rest of the children in the class/school. Apply sanctions relevant to the type of bullying. 6. If the allegation of bullying is denied, investigate further. If there is sufficient evidence that the bullying occurred, apply relevant sanctions. 7. Hold separate discussions with parents of bully and victim, recognising the stress that parents might feel and considering parents ideas about what can be done by working together. 8. Set up appropriate support systems for the victim. 9. Apply logical consequences for the bully that include: . time out (Removing the pupil from the group, not as a punishment but as a time when they can think about their behaviour and offer a solution) . loss of break times for decided period of time . barred from school during lunchtimes for decided period of time . withdrawal from favoured activities, for example school visit . parental involvement . individual behaviour plans (management of behaviour) . If all other steps fail, a fixed period of exclusion from school (This will be used as a last resort and in accordance with exclusion procedures, which must take into account the rights and responsibilities of all parties) This will not be a standard course of action and each case will be considered separately. 10. Provide a Pastoral Support Programme for the victim with a mentor monitoring and observing at break times and lunchtimes, and through discussion to make sure there is no repetition. 11. Provide a Pastoral Support Programme for the bully. This will include a Behaviour Support Programme and opportunities in circle time or groups for the children to

discuss relationships, feelings and the effect bullying can have on individuals. A mentor person will support the child during this programme. 12. Where ever possible, opportunity should be provided for pupils to repair and restore relationships with staff and peers (If there is no way back, relationships and achievement will flounder)

In order to reduce incidents of bullying and recognise bullies at Gwyrosydd Primary school, all members of staff are expected to watch for early signs of distress in pupils, to listen, to believe and to act.

There are posters on notice boards advertising how children can report bullying and dissuading children from bullying. The Childline and DfES Bullying website addresses are displayed prominently.

Bullying off the School Premises Gwyrosydd Primary School is not directly responsible for bullying off the school premises; however, if both the victim and the bully are from Gwyrosydd Primary School and the incident relates directly back to school, action will be taken as if the incident has occurred within the school, and this includes informing parents.

Where possible, staff at Gwyrosydd Primary School will support pupils, who have been bullied, especially on their way to or from school, by pupils from another school or by other persons.

The following steps should be taken.  Talk to the pupil(s) and parents involved from the other school.  Talk to the Head Teacher of another school whose pupils are bullying off school premises.  Talk to the Police about problems on the local streets.  Talk to the local transport company, if bullying is occurring on school buses or taxis.  Talk to pupils about how to avoid or handle bullying situations.

Bullying Directed Towards Race, Gender, Sexual Orientation or Disability Gwyrosydd Primary School will not tolerate bullying against anyone because of his or her race, gender, sexual orientation or disability. The school will take preventative action to reduce the likelihood of bullying incidents of this nature occurring. Stereotypical views are challenged and pupils learn to appreciate and view positively differences in others, whether arising from race, gender, ability or disability.

Racial Bullying/Harassment Racial bullying will not be tolerated in Gwyrosydd Primary School and will be treated severely. If a child receives verbal abuse, physical threats or attacks, or if a pupil brings racist literature into school, incites others to behave in a racist way or writes racist insults, the strategies in the Policy for Education for Ethnic Diversity will be implemented.

A full investigation will be carried out, recording incidents in a separate incident book and on Swansea LEA forms. Gwyrosydd Primary School has a duty to develop children’s understanding of ethnic diversity issues and explore racial tolerance in PSHE and Citizenship lessons and in Religious Education lessons.

Gwyrosydd Primary School guarantees confidentiality and support for those being bullied. Racial incidents are reported to the Governing Body and LEA as required.

Sexual Bullying Sexual bullying has an impact on both genders. A sexual assault will lead to the exclusion of the perpetrator from Gwyrosydd Primary school. Sexual bullying is characterised by abusive name-calling, comments about appearance, attractiveness and emerging puberty, inappropriate and uninvited touching, sexual innuendoes and propositions (i.e. sexual harassment), and, in its extreme form, sexual assault or rape.

Gwyrosydd Primary School additional strategies to deal with sexual bullying include:  recording incidents in a separate incident book  developing understanding of gender relations  exploring sexism and sexual bullying in PSHE lessons  using single-sex groups to discuss sensitive issues  ensuring the school site is well supervised, especially in areas where children might be vulnerable  implementing appropriate discipline procedures as appropriate.

Sexual Orientation Sexual bullying can also be related to sexual orientation. Children do not have to be homosexual or bi-sexual to experience such bullying.

Additional strategies to deal with such bullying include:  recording incidents in a separate incident book  awareness by staff that homophobic bullying can occur  challenging homophobic language and explore pupils’ understanding – they might not understand the impact  guaranteeing confidentiality and support for those being bullied  implement discipline procedures if the bullying warrants it.

Special Education Needs or Disabilities Pupils with special educational needs or disabilities might not be able to articulate experiences as fluently as other children. However, they are often at greater risk of being bullied, both directly and indirectly, and usually about their specific disability.

Gwyrosydd Primary School makes sure the behaviour of staff does not trigger bullying unintentionally. They should avoid undue attention towards SEN children compared with others, and should not make comments based on pupils’ appearance or perceived character e.g. boys playing football poorly should not be told they play like girls.

We try to make classroom activities and lessons sensitive to such children’s needs. We teach assertiveness and other social skills and teach victims to say ‘No’ or to get help. A named mentor/friend is appointed for the pupil to confide in.

If the bullying is serious, Gwyrosydd Primary School undertakes a full investigation, including a full discussion with witnesses, recording incidents in the incident book and contacting parents. Discipline procedures are implemented.

High attainers, gifted or talented pupils can also be affected by bullying. Teachers should treat this as seriously as any other type of bullying.

Roles and responsibilities

The role of staff It is important that teaching and support staff both understand and are committed to the school policy. It may be that staff training will be required to raise awareness and develop specific skills.

Through their day to day contact with pupils staff have a key role in establishing and maintaining a school ethos. In relation to bullying all staff play a key role in:  always responding to observed or reported incidents,  listening to pupils and being observant of any changes that may indicate that they are being bullied,  following established school procedure in responding to incidents,  communicating with parents in accordance with policy  keeping records in accordance with policy  acting as an appropriate role model

The role of pupils Just as important for teaching and support staff to be aware of and committed to the school policy, the same is true of pupils. Pupils are likely to be more committed to supporting an anti-bullying policy if they feel some ownership of it through having been fully involved in its development.

Pupil behaviour in relation to bullying can vary across a full range of possibilities from initiating the bullying, through actively supporting it, to passively or actively disapproving of the bullying. It is vital that pupils realise that they can make an active contribution to the culture of their school through their own individual behaviour and through how they respond to the behaviour of their peers.

A clear challenge for school is to engage the support of pupils in positively sharing information with staff about bullying.

In summary, pupils can make a contribution to diminishing bullying through:  not supporting/ joining in with bullying and showing appropriate disapproval.  Sharing information with staff about bullying and helping create an open communication channel between pupils and staff  Supporting pupils who are bullied as appropriate  Supporting pupils who may be vulnerable  Supporting the operation of the school’s anti-bullying policy

The role of parents/ carers Parents/ carers are frequently the first recipients of disclosures about bullying. They are also best placed to observe any changes in mood/ behaviour that may indicate that their children are involved in bullying.

In general parents can help by:  being aware of any distress shown by their child or any changes in mood/ behaviour that may indicate that bullying is occurring,  listening carefully to their children  making accurate and detailed notes about “who”, “what”, “where” and “when”,  making an appointment for an interview with the appropriate member of staff,  supporting their child in following any strategies established in conjunction with school.

The role of Governors A Governing Body has general responsibilities to ensure the school follows policies to promote good behaviour and discipline among pupils. While the responsibility for maintaining discipline on a day to day basis rests with the head teacher, the governing body has, through the support and advice it provides, the opportunity to contribute to the ethos of the school and the school’s moral code.

Specifically, the governing body is in a position to advise the head teacher of its views on specific measures for promoting good behaviour and this may include issues such as bullying.

The governing body is also in a position to actively promote the policy with parents and to monitor the effectiveness of the policy in action.

Monitoring and evaluation The Monitoring and evaluation of this policy will be undertaken by the school’s management team through the monitoring of bullying incidents, discussions with pupils and questionnaires to pupils and parents. The policy will be reviewed annually.

Further information

Useful Documents and Resources

CSIE Index for Inclusion 2000: Developing Learning and Participation in Schools

CRE Learning for All – Standards for Racial Equality in Schools 2000

DfEE The Use of Force to Control or Restrain Pupils (Circular 10/98)

DfEE/Home Office Social Inclusion: Pupil Support 10/99

DfEE/ Home Office School Security: Dealing with Troublemakers 1997

Ofsted Raising the Attainment of Minority Ethnic Pupils 1999

Scottish Council for Second SCRE Anti-bullying Pack 1993 Education Research

The Stationery Office Bullying – Don’t Suffer in Silence (Circular 0064/2000) An Anti-bullying Pack for Schools

The Stationery Office Discipline in schools: Report of the Committee of Enquiry Chaired by Lord Elton 1989 (Reprinted 1997)