ANTI POLICY This policy applies to the whole school and is published to parents

CONTEXT

It is a primary aim of the School that it should combine high personal and social standards with a friendly atmosphere and mutual tolerance in which pupils of all ethnic and cultural backgrounds, of all religious persuasion and of various levels of ability are welcome. We believe that the School should be a happy and positive community characterised by an appreciation of, and respect for, the work of every member of that community. The promotion of British Values has an important part to play in developing pupil’s sense of tolerance and respect for diversity.

We expect our pupils to do their best to aspire to excellence. We expect them to be diligent, to be honest, and to practise good manners in their relationships with one another and with staff, to be reliable and punctual.

We recognise that our pupils have various talents and differing rates of development. We attach value to every achievement, however modest, which stems from the efforts and care of the individual pupil. It is our hope and aim that every pupil should discover at least one area of school life in which he or she can show genuine prowess.

We believe that every pupil has the right to look for happiness and security at School. We insist that no pupil or pupils have the right to make the life of other pupils unhappy, whether through overt bullying (physical or non-physical), or through less obvious forms of pressure or alienation. We attach particular gravity to any behaviour by an individual or group that intentionally hurts another individual or group either physically or emotionally.

The pace of technological change extends the potential for bullying behaviours to occur through a variety of digital media 24/7. The school’s attitudes and approaches towards online safety and the potential for online bullying (cyber-bulling) require a similarly robust approach coupled with suitable educational programmes and support regarding online safety and the risks associated with the different forms of technological platforms and the use of social media that are relevant and appropriate to the age and stage of the pupils in each section of the school community.

The example of staff is of paramount importance in creating that climate within which pupils feel valued, secure and happy. The mutual respect with which staff regard one another and the public demonstration of this are important. Similar standards apply to the relationship between staff and pupils, so that pupils are always treated with honesty, fairness and with regard for their individuality.

1 RATIONALE

Parents and guardians have a right to expect that Yarm School has taken steps to develop an effective and clear anti-bullying policy. They should feel that the staff are aware of agreed responses to incidents of bullying and that bullying at the school is prevented in so far as is reasonably practicable. ​ ​ The Board of Governors and Senior Management Team share these expectations.

Staff need to have clear guidelines about the action to be taken when there is a suspicion of bullying. They need to have confidence that the staff and Senior Management will implement the appropriate procedures and will support their concerns about individual children.

This policy has regard to the Education and Inspections Act, 2006; Independent School Standards Regulations, (as amended); the Equality Act, 2010; SENDA Code, 2014; Working Together to Safeguard Children, 2018 (amended Feb 2019); Keeping Children Safe in Education, Sept 2019; The Prevent Duty, 2015; and non-statutory DfE guidance offered in ‘Behaviour and Discipline in Schools’ (2014) and ​ ‘Preventing and Tackling Bullying’ (July 2017). ​ ​

Definitions of Bullying:

Bullying is behaviour by an individual or group, repeated over time, that intentionally hurts another individual or group either physically or emotionally.

Bullying can take many forms (for instance, via text messages, social media or gaming, which can include the use of images and video) and is often motivated by prejudice against particular groups, for example on grounds of race, religion, culture, gender, , SEN or disabilities, or because a child is adopted or has caring responsibilities.

It might be motivated by actual differences between children, or perceived differences. It may occur directly or through cyber-technology. Bullying has serious consequences that can be physical, emotional or psychological. Stopping violence and ensuring immediate physical safety is obviously the first priority but emotional bullying can be more damaging than physical and schools have to make their own judgements about each specific case. In very serious incidents, a single action can constitute bullying behaviour.

Many experts say that bullying involves an imbalance of power between the perpetrator and the victim. This could involve perpetrators of bullying having control over the relationship which makes it difficult for those they bully to defend themselves.

The imbalance of power can manifest itself in several ways, it may be physical, psychological (knowing what upsets someone), derive from an intellectual imbalance, or by having access to the support of a group, or the capacity to socially isolate. It can result in the of a person or persons through the threat of violence or by isolating them either physically or online.

On-line bullying and radicalisation

The rapid development of, and widespread access to, technology has provided a new medium for ‘virtual’ bullying, which can occur in or outside school. (Social media sites, text messaging, photo apps, email and through games consoles, mobile technologies and PC’s).

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On-line bullying is a different form of bullying and can happen at all times of the day, with a potentially bigger audience, and more accessories as people forward on content at a click.

It is bullying to write notes, make phone calls, send electronic messages and pictures or create/post them on websites or social media if they might offend, hurt, annoy or worry anyone, whether it is a student, teacher or someone else. From home, from school, from anywhere, it is still bullying. Digitally sending or posting a picture or video that hurts someone else or humiliates is bullying.

We are aware of the potential for pupils to be radicalised via the internet, and remain vigilant, reporting any concerns appropriately.

The wider search powers included in the Education Act 2011 enable teachers to tackle online bullying by providing a specific power to search for and, if necessary, delete inappropriate images (or files) on electronic devices, including mobile phones without the need for parental consent.

See the Online Safety Policy. ​ ​

Peer on Peer / Sexual and Violence

Peer on peer abuse features physical, emotional, sexual and financial abuse of a child/young person by their peers. It can affect any child/young person, sometimes vulnerable children are targeted.

Both girls and boys experience peer on peer abuse however they are likely to experience it differently i.e. girls being sexually touched/assaulted or boys being subject to homophobic taunts/initiation/ type (rituals and other activities involving harassment, abuse or used as a way of initiating a person into a group) violence.

It is influenced by the nature of the environments in which children/young people spend their time - home, school, peer group and community - and is built upon notions of power and consent. Power imbalances related to gender, social status within a group, intellectual ability, economic wealth, social marginalisation etc, can all be used to exert power over a peer.

Peer on peer abuse involves someone who a ‘vulnerability’ or power imbalance to harm another, and have the opportunity or be in an environment where this is possible. While perpetrators of peer on peer abuse pose a risk to others they are often victims of abuse themselves.

The school recognises that children may abuse their peers physically, sexually and emotionally; this will not be tolerated or passed off as ‘banter’ or ‘part of growing up’. The school will take this as seriously as abuse perpetrated by an adult, and address it through the same processes as any safeguarding issue.

We also recognise that children who abuse others are also likely to have considerable welfare and safeguarding issues themselves and the school will actively support both the victim and perpetrator.

The processes and procedures for responding to instances of or harassment between children in school are covered in the Child Protection Policy. ​ ​

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AIM

We aim to create an anti-bullying culture which ensures that pupils and staff live and work in a safe environment where they are valued, respected and listened to. In this environment pupils will feel confident and be able to approach adults about matters of concern to them. The adults who work in the School will have knowledge of the School’s anti-bullying policy and procedures and these will also be clearly communicated and understood by parents, pupils and staff.

We aim to adopt a strategic approach to preventing and tackling all forms of bullying and peer on peer abuse through open and varied communication with students, parents and staff, including frequent reminders that the School will not tolerate any form of bullying.

IMPLEMENTATION

Objectives

● To promote an ethos of good behaviour within the School which aims to prevent bullying ● To ensure the protection of all of our pupils and staff from all forms of bullying ● To encourage open communication and good listening ● To ensure that staff are informed of national initiatives to maintain good professional standards ● To ensure that staff follow internal procedures, including any updates as necessary ● To ensure that pupils and their parents and/or guardians are fully aware of the School’s expectations, our anti-bullying policy, the part they can play to prevent bullying and the procedures to be followed

Strategies

● To encourage an ethos and expectation in the school community that any form of bullying is unacceptable ● To prevent, de-escalate and stop any continuation of harmful behaviour ● To react to bullying incidents in a reasonable, proportionate and consistent way ● To safeguard the pupil who has experience bullying and to trigger sources of support for that pupil ● To apply disciplinary sanctions in line with the School’s Disciplinary Policy to the pupil causing the bullying and to ensure they learn from the experience through appropriate support.

Methods

Oversight for the pastoral care of pupils and staff is delegated by the Headmaster to:

Mr David Woodward (Deputy Headmaster, Senior School) Mr Bill Sawyer (Head, Yarm Preparatory School) Mrs Joanne Speight (Pre-Prep & EYFS)

In each school, pastoral care for pupils is provided through key staff with delegated management and functional responsibilities as part of a Pastoral Team. Full details of the team structure for each school are given in their respective Staff and Parental Handbooks.

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To ensure the application of this policy:

● Each of the three school sites has a Designated Senior Person (DSP) for safeguarding and child protection: The Senior School Deputy Headmaster, Mr David Woodward, is the Designated Safeguarding Lead (DSL) for child protection across the whole school and is responsible for the annual report to Governors for Yarm Senior School and Yarm Preparatory School (including EYFS). He is supported in the Senior school by Mrs Kath Gratton as a deputy DSP and by Mr Gavin Stone, Prep Deputy Head, as DSP in the Preparatory School and Mrs Joanne Speight, Pre-Prep Co-ordinator, as DSP in the Pre-prep School who have delegated responsibility for child protection matters on their respective school sites including, EYFS.

● Delegated responsibility for pastoral care in the Senior School with the Head of Sixth Form Dr Alan Goodall and Head of Middle School Mrs Kath Gratton and through them the Heads of Year and Tutors. In the Preparatory School delegated responsibility lies with Mr Gavin Stone (Deputy Head) and through him the Class Teachers.

● All staff have access to a copy of this policy and are expected to follow set procedures. See ​ Appendices. Training for all staff on the prevention of and dealing with bullying is incorporated ​ into the INSET programme on a three yearly basis as part of the child protection training. Staff are referred to the DfE guidance “Preventing and Tackling Bullying” (2017). ​ ​ ​ ​

● Written procedures for all staff will provide guidance on the keeping of notes and records. It is essential that clear, factual, written notes are kept to assist in the thorough investigation of suspected bullying incidents.

● Departmental handbooks and risk assessments will include details of how to reduce the risk of bullying at times and in places where it is most likely within their departments, e.g. in corridors / changing rooms.

● The development of curricula opportunities to promote Anti-bullying concepts, including those relating to cyberbullying, is encouraged in all subject areas where appropriate. These also form a core theme in the PSHEE (SPaCE & EXCEL) education programmes, (which will be revisited several times as a child progresses through the School). Other opportunities such as ‘Anti-Bullying Week’ (in line with the national awareness campaign), themes in assemblies, QI Friday and other lecture programmes, use of current affairs, learning projects and general literature are used to highlight and inform pupils of the nature and negative effects of bullying. This will include explaining to pupils the serious effects which bullying, both physical and emotional, can cause such as psychological damage. When bullying is discussed, pupils are reminded of the role of the bystander (including online) in bullying incidents and given strategies to help stop and report bullying when they know of it to prevent further bullying taking place.

● Parents are reminded at parent’s evenings and other pastoral events that should they be worried or concerned about any pastoral issues, including bullying, to contact and discuss these with the pastoral team.

● Staff who report suspected bullying will be supported by the Senior Management Team.

5 ● The School will make full use of a variety of support systems including all staff but particularly the pastoral staff responsible for the individual and his/her family; any outside agencies if appropriate; the School Councils and Prefects’ / Peer Mentor training.

● Records are kept of bullying incidents and are reviewed in order to evaluate effectiveness of the schools approach and to enable patterns to be identified.

● Anti-bullying advice for pupils is provided in planners, on notices or posters and in lessons, assemblies etc. and follows the tenor of this policy but in language appropriate to their age and situation.

BULLYING OUTSIDE THE SCHOOL PREMISES

Schools now have the power to “discipline pupils for misbehaving outside the school premises to such an extent as is reasonable”. This can relate to any bullying incidents occurring anywhere off the school premises, such as on school or public transport, in town or online.

When pupils are in the care and under the supervision of their parents/carers outside school hours such as evenings, weekends and school holiday periods, those parents clearly bear the brunt of responsibility. However, where bullying outside school is reported to school staff, it can be investigated and acted on.

The School can also consider whether it is appropriate to notify the police or local authority of the action taken against a pupil. In all cases of misbehaviour or bullying the school staff can only discipline the pupil on school premises or elsewhere when the pupil is under the lawful control of the staff member.

OTHER RELEVANT SCHOOL DOCUMENTATION

Reference should also be made to the relevant Staff and Parent Handbooks, the School Rules and discipline procedures for each section of the School. In addition, this policy should be read in conjunction with the following Yarm School Policies:

● Child Protection and Safeguarding Policy,

● Health Care and Disability Access Policies ​ ​

● IT, Internet Access, BYOD, Online Safety Policies and associated guidance. ​ ​ ​ ​ ​ ​ ​

6 ATTACHED APPENDICIES

Appendix 1 Preventative Measures

Appendix 2 Procedures for dealing with bullying

Appendix 3 Response Levels

Appendix 4 Identifying bullying behaviour

Appendix 5 Bullies and victims

Appendix 6 Extracts from DfE Guidance: Cyber bullying (now referred to as Online Bullying) ​ LGBT Homophobic Bullying Racial, Religious or Cultural Bullying Sexual Violence and

Appendix 7 Sources of Further information

Policy created February 2002

Reviewed June 2004 Reviewed June 2012 Reviewed June 2006 Updated June 2013 Updated June 2007 Updated July 2014 Updated May 2009 Updated July 2015 Revised July 2009 Reviewed July 2016 Revised Jan 2010 Reviewed July 2017 Reviewed Aug 2010 Updated July 2018 Revised Nov 2010 Updated July 2019 Updated July 2011

Date of next review: July 2020 by: KG/GNS

7 APPENDIX 1 PREVENTATIVE MEASURES

We take the following preventative measures: We use appropriate Assemblies to explain the school policy on bullying. Our PSHEE (SPaCE & EXCEL) and Tutorial programmes are structured to give pupils an awareness of ​ their social and moral responsibilities as they progress through the school. We also do a range of activities for Anti-Bullying Week across the school. The programmes are structured to enforce the message about community involvement, taking care of each other and give the opportunity to discuss the differences between people and the importance of avoiding prejudice-based language.

● Other lessons, particularly R&P, English and Drama highlight the issue of bullying and reinforce this message by teaching moral and spiritual values that show bullying to be unacceptable and by developing social skills. ● All our pupils are encouraged to tell a member of staff at once if they know that bullying is taking place. ● All staff play an important role in dealing with incidents of bullying and will reassure a pupil that something will be done to stop the bullying and that it will be handled in a sensitive but consistent manner should a pupil confide in them. ● All reported incidents are recorded and investigated at once. We always monitor reported incidents. ● We have a strong and experienced pastoral team. Class Teachers / Tutors / Associate Tutors and Heads of Year who support the Head of Middle School / the Head of Sixth Form / the Head of the Preparatory School / the Deputy Head of the Preparatory School/ the Early Years Co-ordinator and the Deputy Headmaster are trained in handling any incidents as an immediate priority, and are alert to possible signs of bullying. ● Our pastoral team gives support and guidance to other staff on handling and reporting incidents, and on the follow-up work with both victims and bullies. ● Staff are always on duty at times when pupils are not in class and patrol the school site, particularly areas where bullying might occur. They are trained to be alert to inappropriate language or behaviour. ● Our School displays advice on where pupils can seek help, including details of confidential helplines and websites connecting to external specialists, such as ChildLine, , Get Connected, Samaritans. ● In the Senior School, we operate a peer support and mentoring scheme, whereby trained older pupils are encouraged to offer advice and support to younger pupils. We also provide leadership training to our School Officers and their team of prefects which specifically covers the importance of offering support and assistance to younger and to vulnerable pupils. ● We reserve the right to investigate incidents that take place outside school hours, on school visits and trips and that occur in the vicinity of the school, involving our pupils. ● We welcome feedback from parents and guardians on the effectiveness of our preventative measures.

ONLINE BULLYING: In addition to the preventative measures described above, Yarm School: ​ ​ ● Expects all pupils to adhere to its charter for the safe use of the internet and mobile technologies. ● Certain sites are blocked by our filtering system and our IT Department monitors pupils’ use. ● Issues all pupils with their own personal school email address. ● Access to sites such as MSN, Facebook, Snapchat, Instagram or Twitter is not allowed via the school network. ● Adheres to the BECTA guidelines regarding E-teaching and the internet. ● Offers guidance on the safe use of social networking sites and cyberbullying in PSHEE (SPaCE) lessons, which covers blocking and removing contacts from “buddy” lists. ● Organises a ‘Safer internet’ week to highlight the positive vs negative use of the internet. ● Offers guidance on “stranger danger” and on the importance of keeping names, addresses, passwords, mobile phone numbers and other personal details safe. ● Highlights ways in which parents can support their child through literature, the school newsletter and talks. ● The use of mobile devices in school is regulated under the terms and conditions of the School Acceptable Usage and BYOD Agreements. Guidance on the appropriate use of device cameras is given. Pupils in the Prep School and First to Fifth Year in the Senior School do not have access to their phones during the school day. These conditions aim to reduce the likelihood of cyberbullying events during the school day. ● Will impose sanctions for the misuse, or attempted misuse of the internet or mobile technologies.

8 Education and Training

The school community will:

● Train all staff, to identify all forms of bullying and take appropriate action, following the school’s policy and procedures, including recording and reporting incidents. ● Consider a range of opportunities and approaches for addressing bullying throughout the curriculum and other activities, such as: through displays, assemblies, peer support, the school/student council, etc. ● Collaborate with the other parts of the school as appropriate, and during key times of the year, for example during transition from Pre-Prep to the Prep School and Prep School to the Senior School. ● Ensure anti-bullying has a high profile throughout the year, reinforced through key opportunities such as anti-bullying week ● Provide systematic opportunities to develop pupils’ social and emotional skills, including building their resilience and self-esteem.

9 APPENDIX 2

PROCEDURES FOR DEALING WITH BULLYING AT YARM SCHOOL

Responses should be supported by the School ethos which:

● Acknowledges that everyone who sees an instance of bullying – or potential bullying – has a responsibility to stop it. This includes pupils, teachers and other members of staff. ● Identifies that staff are important role models and that the mutual respect with which staff regard one another and the public demonstrations of this are both important. ● Encourages pupils to talk openly about their concerns. ● Accepts that bullying is not part of “normal” school life. ● Develops trust between children and adults. ● Inspires the confidence of parents in the School’s ability to support all children. ● Recognises the skills and talents of everyone in the School.

On witnessing or being told of an incident of bullying:

● Stay calm, don’t make snap decisions or attach . ● State briefly and firmly why the behaviour is unacceptable. ● Separate those involved. ● Assure all involved that the incident will be treated very seriously and further action taken. ● Be sensitive and listen carefully to what the pupil is saying. Take it seriously. ● Reassure the “victim” that he/she has done the right thing in telling. Everyone has a right to be safe. ● Do not promise to “keep a secret”. ● Assure the pupil that further action will be taken and that you will offer support. ● Ensure the pupil’s immediate safety (with a friend, another teacher) while the incident is reported and investigated.

Then

● Refer the incident as soon as possible to the appropriate member of staff (see policy) ● Liaise with the appropriate member of staff and pupil regarding contact home and additional support if required from the pastoral team, school nurse or counsellor. ● Using the appropriate forms or directly to the MIS pupil behavior records (see staff handbooks) :- Record accurate details of the incident Record any action taken up to the point of referral

Investigation

Usually, an investigation into bullying behaviour will be led by the relevant pastoral leaders in each section of the school. Namely the Pre-Prep Co-ordinator, the Preparatory School Deputy Head or in the Senior School, the Heads of Year in Liaison with the Head of Middle School and Head of Sixth Form. They will seek confirmation of evidence from witnesses, CCTV footage if appropriate or other means. The bully will then be presented with the evidence and asked to comment on the allegations. The parents of the victim of bullying will be kept informed of the investigation. In most cases the parents of the alleged bully will also be contacted as early as possible in the process so that a full picture of the situation and any issues surrounding it can be understood. Any allegations against staff will be handled in line with guidance from KCSIE (September 2016) and the school’s published safeguarding and complaints procedures.

10 APPENDIX 3 RESPONSE LEVELS

Under the Education and Inspections Act 2006 the Schools Disciplinary Policy reflects the School’s Ethos and includes measures to encourage good behavior and respect for others amongst members of the school community. The law also empowers the school to impose appropriate disciplinary sanctions in situations when behavior off site can be deemed to affect another pupil e.g. through cyber bullying.

Incidents of bullying should be judged by their severity and the effects on the individuals involved. Consideration will be given to the type and impact of bullying and the possibility that it was unintentional or was in retaliation. The specific circumstances of pupils with additional needs will also be considered.

The aims of the sanctions are:

● To help the person harmed feel safe again and be assured that the bullying will stop. ● To ensure the perpetrator recognises the harm caused and deters them from repeating the behavior. ● To demonstrate to the rest of the school community that bullying is unacceptable and that the school has effective ways of dealing with it, thus deterring others from behaving in a similar way.

Professional judgement should be used to decide on the most appropriate point on the scale of action to commence with. Bullying incidents are recorded in Heads of Year log books and on the MiS. The levels are in increasing order of severity:

Level 1 Pastoral staff interview all concerned about their involvement and a record of interview sheet is completed. The incident is recorded on the MIS file of the pupils involved. Pupils are asked to empathise with the feelings of the victim and suggest appropriate action. The alleged bullies are warned of the progression of sanctions which can be taken should the bullying persist. Parents may be contacted.

Level 2 Pastoral staff interview all concerned about their involvement and a record of interview sheet is completed. The incident is recorded on the MIS file of the pupils involved. Parents are notified and may be asked to come in. The letter to parents or record of the conversation is stored in the pupil’s file. A detention is given; together with a warning of the progression of sanctions which can be taken should the bullying persist.

Level 3 Pastoral staff interview all concerned about their involvement and a record of interview sheet is completed. The incident is recorded on the MIS file of the pupils involved. Parents are notified and asked to come in and the pupil is suspended from School. A warning is issued in writing about the pupil’s continued presence in the School and stored in the pupil’s file.

Level 4 Bullying persists or is of such a serious nature that a charge of assault may be considered or the effect on the victim is so devastating that the School would suggest expulsion/withdrawal of the pupil.

Note that, in all cases appropriate support is also given to all parties involved in the incident as part of a behavior management strategy. In some cases external agencies (such as the police / children’s social care) may be informed.

11 APPENDIX 4 IDENTIFYING BULLYING BEHAVIOUR

Bullying is defined as “Behaviour by an individual or group, usually repeated over time, that intentionally hurts another individual or group either physically or emotionally”.

Bullying is often hidden. Pupils are bullied for a variety of reasons – and for no reason. Specific types of bullying include: bullying related to race, religion or culture; bullying related to special educational needs (SEN) or disabilities; bullying related to appearance or health conditions; bullying related to sexual orientation; bullying of young carers or looked-after children or otherwise related to home circumstances; sexist or sexual bullying.

Bullying can take place between pupils, between pupils and staff, or between staff; by individuals or groups face-to-face, indirectly or using a range of cyber bullying methods.

Bullying can happen anywhere and at any time.

BULLYING may:

● be physical (e.g. hitting, kicking); ● be verbal (e.g. , spreading rumours) ● be indirect (e.g. excluding someone by not talking to them or leaving them out as a group); ● be manipulative (e.g. getting someone else to tease or hit someone) ● involve complicity in someone else’s action (e.g. as a bystander who looks the other way); ● take place in cyberspace, on social network sites, or by sending text/voicemail messages.

Physical Bullying may involve: ​ ● hitting or kicking someone; ● jostling, bumping, pushing someone; ● spitting at someone; ● invading someone’s body space; ● physically humiliating someone (e.g. pulling shorts down); ● throwing something at someone; ● taking or damaging or hiding someone’s property; ● invading someone’s work space or locker.

If physical bullying involves assault, actual bodily harm or wounding it is a criminal offence.

Verbal Bullying may involve: ​ ● spoken comments; ● written notes; ● emails or text messages ● improper use of Instagram, Snapchat, Facebook, Twitter and similar social media; ● phone calls; ● the defacing of notices; ● name-calling, spreading rumours, publicly blaming someone for something they haven’t done; ● circulating unflattering drawings or photographic images of someone.

12 Indirect or Manipulative Bullying may involve: ​ ● ostracising a fellow pupil by refusing to sit alongside him/her in class, in the dining hall, etc. (or by moving when he/she comes and sits down) ● the manipulation of social networks, group chats to exclude, marginalize or intimidate individuals; ● publishing photographs or images or someone that are intended to invite or mockery; ● encouraging others to bullying the intended victim with verbally or physically.

Bullying characterised by racism, sexism, homophobia and the exploitation of disability may involve: ​ ● spoken comments, phone calls, electronic messages or written notes about someone (their friends or members of their family), or about a group of students; ● emails, web postings or text messages about someone (their friends or members of their family), or about a group of students; ● the defacing of notices with snide remarks about someone (their friends or members of their family), or about a group of students.

Sexual Bullying (sexual violence and sexual harassment) may involve: ​ ● bullying that seeks to hurt people by drawing attention to their body shape, hair colour, manner of dress, alleged sexual attractiveness (or lack of it), close friendships (or the absence of intimate relationships in an individual’s life) ● physical action of a sexual intimidating nature (by the invasion of body space, inappropriate touching) ● spreading of rumours about an individual’s lifestyle (or the lifestyle of a close friend or relative); ● spoken comments, written notes, emails, web postings, text messages, phone calls about someone (their friends or members of their family), or about a group of students.

Bullying focused on religion, culture or family background may involve: ​ ● spoken comments, written notes, emails, web postings etc. that highlight an individual’s religion or culture with the purpose of mocking them for cultural or religious reasons; ● pejorative religious or cultural descriptors (e.g. ‘Muslim terrorist, ‘Pakki shopkeepers’) ● gossip about an individual’s family circumstances, spreading stories about (for example) them being adopted, parents in a same-sex relationship, a relation in the news for negative reasons.

Electronic or Cyber-bullying may involve: ​ ● sending abusive, insulting or malicious text messages or emails; ● posting abusive or malicious messages on websites, using blogs, on-line or personal polling sites, etc.; ● posting on a social network site facts or photographs of someone with the intention to embarrass or belittle them in the eyes of others; ● indulging in malicious or spiteful conversations in chatrooms; ● spreading abuse, malice or scurrilous gossip by electronic means; ● hacking into social networking sites and removing personal material; ● filming fights or assaults using mobile phone networks or other networks; ● making repeated silent calls to a mobile phone or leaving abusive messages or voicemail; ● ‘fraping’ (using a pseudonym or someone else’s telephone or email account) for anonymity when indulging in bullying. 13

Pupils may attempt to justify much of this type of behavior as a ‘practical joke’ or ‘banter’ rather than as bullying. This misconception of such activity is not acceptable.

Sexting is the term given to the practice of sharing sexually explicit images or text. According to recent research it is now commonplace. Statistics say 39% of 13-18 year olds do it. 15% of 13-18 year olds think it is okay to do it. Circumstances in which pupils might ‘sext’ one another vary. Where school students under 18 years of age are involved this practice is always illegal.

Pupils must also understand that:

● Sending someone your sexualised image, when you are under 18, is bullying – it is an action with threatening character because the recipient could face sever legal consequences and it causes anxiety. ● Passing on a sexualised image of any person under 18 is bullying – it is an action that threatens the recipient and one that demeans the person pictured. It is a cause of anxiety; ● Sending a sexualised image to try and initiate a romantic relationship is bullying – it is threatening, offensive action, it causes anxiety.

The consequences of sexting can be serious for the perpetrator. It is illegal in the UK to publish or download a sexual image of someone under 18 even when it is the child him/herself who created and posted the material online.

POSSIBLE SIGNS OF BULLYING

Be aware of:

● a sudden change of mood or behaviour. ● items of clothing, property, school work etc that are damaged or lost more often than you would consider to be normal. ● frequent injuries to the child (bruises, cuts etc). ● the child who becomes withdrawn and is reluctant to say why. ● those who spend a lot of time in their bedroom, possibly crying: who find it difficult to sleep, wet the bed or have nightmares. ● educational attainment being slowly or suddenly reduced. ● a reluctance to come to School. Parents may not even be aware of this as the child could be playing truant. It may only be noticed through the School’s attendance record. ● request to be accompanied going to and from School or to go by a different route. ● unusual patterns occurring with regard to money and possessions. ● money in the house or school going missing. ● in the child. Reluctance to eat or play normally. ● the child who is bullying siblings or other children; ● the child who runs away or talks of suicide.

Taken individually, the actions listed above may not be due to bullying, but a combination of even some of these signs could be a good reason to suspect it. If a child is showing signs of or is experiencing any of the above, it can be an indication that all is not well, the child is not happy and therefore whatever the cause, it should be investigated.

14 APPENDIX 5 “BULLIES” AND “VICTIMS”

IDENTIFYING

These brief notes are not comprehensive but will give an idea of the diversity of circumstances which may pre-dispose young people to be involved in bullying relationships.

Young people who bully may:

● be excessively criticised at home. ● experience excessive punishments at home. ● live in a family where is highly valued. ● witness intense hostility within the parents relationships. ● have an aggressive temperament. ● need support for their learning.

Who is most likely to suffer from bullying behaviour?

Young people who may be vulnerable to some form of bullying or exploitation:

● have a very distinctive appearance, disabilities or characteristics ● have specific learning needs ● are unable to manage everyday social situations with ease ● experience difficulties forming friendships ● are or have been abused ● are cultural victims. ● are clumsy ● are vulnerable during developmental crises.

SUPPORTING PUPILS - SUPPORT FOR VICTIMS AND BULLIES

It is important for staff to appreciate that both the victims of bullying and those responsible for acts of bullying require pastoral support as soon as the details of a particular incident or pattern of incidents become known.

Yarm School has tried and tested processes and procedures in place to support both victims and perpetrators. We believe that the early engagement with parents and families and close, ongoing, monitoring of individuals and situations helps to resolve issues, prevent escalation and helps pupils affected by a bullying incident to move forward positively and constructively.

Opportunities to listen to the voice of the child and to respond to their needs are maximized and pupils of all ages have a clear understanding that if they bring concerns or problems to the attention of staff, they will be investigated promptly but sensitively to ensure that outcomes are positive for all those concerned.

15 Pupils who have been bullied will be supported by:

● Reassuring the pupil and providing continuous pastoral support. ● Offering an immediate opportunity to discuss the experience with their teacher, the designated safeguarding lead, or a member of staff of their choice. ● Being advised to keep a record of the bullying as evidence and discuss how best to respond to concerns and build resilience as appropriate. ● Working towards restoring self-esteem and confidence. ● Providing ongoing support; this may include: working and speaking with staff, offering formal counselling, engaging with parents and carers. ● Where necessary, working with the wider community and local/national organisations to provide further or specialist advice and guidance; this could include support through Early Help or Specialist Children’s Services, or support through the Children and Young People's Mental Health Service (CAMHS).

Pupils who have perpetrated bullying will be helped by: ● Discussing what happened, establishing the concern and the need to change. ● Informing parents/carers to help change the attitude and behaviour of the child. ● Providing appropriate education and support regarding their behaviour or actions. ● If online, requesting that content be removed and reporting accounts/content to service provider. Sanctioning, in line with school behaviour/discipline policy; this may include official warnings, detentions, removal of privileges (including online access when encountering cyberbullying concerns), suspension or permanent exclusions. ● Where necessary, working with the wider community and local/national organisations to provide further or specialist advice and guidance; this may include involvement from the Police or referrals to Early Help, Specialist Children’s Services, or the Children and Young People's Mental Health Service (CAMHS).

Opportunities to listen to the voice of the child and to respond to their needs are maximized and pupils of all ages have a clear understanding that if they bring concerns or problems to the attention of staff, they will be investigated promptly and sensitively to ensure that outcomes are positive for all those concerned.

16 APPENDIX 6 EXTRACTS FROM DfE GUIDANCE

CYBERBULLYING - (Ofsted now refers to this as Online Bullying”)

“Cyber bullying involves the use of information and communication technologies to support deliberate, repeated, and hostile behaviour by an individual or group that is intended to harm others."

1. Cyber bullying can be an extension of face-to-face bullying, with technology providing the bully with another route to harass their target. However, it differs in several significant ways from other kinds of ​ ​ bullying: the invasion of home and personal space; the difficulty in controlling electronically circulated ​ messages; the size of the audience; perceived anonymity; and even the profile of the person doing the ​ bullying and their target. ​ ​

2. Research into the extent of cyber bullying indicates that it is a feature of many young people’s lives. It also affects members of school staff and other adults; there are examples of staff being ridiculed, threatened and otherwise abused online by pupils.

3. Cyber bullying takes different forms: threats and intimidation; harassment or “cyber-” (e.g. repeatedly sending unwanted texts or instant messages); vilification / ; exclusion or peer rejection; impersonation; unauthorised publication of private information or images (including what are sometimes misleadingly referred to as ‘happy slapping’ images); and manipulation. Cyberbullying can involve Social Networking Sites, like Facebook, WhatsApp, Instagram, Bebo and Myspace, emails and mobile phones, used for SMS messages and as cameras.

4. Some cyber bullying is clearly deliberate and aggressive, but it is important to recognise that some incidents of cyber bullying are known to be unintentional and the result of simply not thinking about the consequences. What may be sent as a joke may not be received as one, and indeed the distance that technology allows in communication means the sender may not see the impact of the message on the receiver. There is also less opportunity for either party to resolve any misunderstanding or to feel empathy. It is important that pupils are made aware of the effects of their actions.

5. In cyber bullying, bystanders can easily become perpetrators – by passing on or showing to others images designed to humiliate, for example, or by taking part in online polls or discussion groups. They may not recognise themselves as participating in bullying, but their involvement compounds the misery for the person targeted. It is recommended that anti-bullying policies refer to those ‘bystanders’ – better termed ‘accessories’ in this context – who actively support cyber bullying and set out sanctions for this behaviour. It is important that pupils are aware that their actions have severe and distressing consequences and that participating in such activity will not be tolerated.

Further information and advice is available at: http://www.cyberbullying.org/ ​

17 HOMOPHOBIC BULLYING

1. Homophobic bullying occurs when bullying is motivated by a prejudice against lesbian, gay or bisexual or transgender (LGBT) people.

2. Who experiences homophobic bullying?

• Young people who are thought to be lesbian, gay, bisexual or transgender. • Young people who are different in some way - they may not act like the other boys or girls. • Young people who have gay friends, or family, or their parents/carers are gay. • Teachers, who may or may not be lesbian, gay, bisexual or transgender.

3. Who does the bullying?

• Anyone. Especially if they have not been told it’s wrong. • They think that LGBT people should be bullied, believing that gay people are “wrong” • People who might be LGBT themselves, and are angry about that. • People who think “boys should act like boys” and “girls should act like girls”. • People who think LGBT people should not have the same rights as heterosexual people and use this as justification for bullying. • People who think LGBT parenting is wrong and pupils should be treated differently as a result.

How to recognise homophobic bullying

Homophobic bullying can be hard to identify because it may be going on in secret. Sometimes, pupils may not want to tell anyone about it in case teachers/staff or other adults assume they are gay. A recent study found that three in five gay pupils never tell anyone (either at home or school) when they are being bullied. The fact that young people are particularly reluctant to tell is a distinctive aspect of homophobic bullying. Generally, homophobic bullying looks like other sorts of bullying, but in particular it can include:

• , including spreading rumours that someone is gay, suggesting that something or someone is “gay” • , including hitting, punching, kicking, , and threatening behaviour. • Cyber bullying, using on-line spaces / text messaging etc to spread rumours about someone or exclude them.

RACIAL, RELIGIOUS AND CULTURAL BULLYING

Racial, religious or culturally motivated bullying has no place in a school community. Every child deserves respect and a safe learning environment whatever their racial or religious background and every child needs to learn that modern British society values diversity and mutual respect. We also know that racist bullying is an aspect of bullying that schools find particularly challenging. The law recognises the seriousness of abuse and attacks that are motivated by racism. Schools, like all public bodies, have a duty at law to promote race equality. Creating an ethos where racist bullying rarely happens, and is dealt with convincingly when it does, is one way in which schools fulfil that duty, and one aspect of the school’s race equality policy.

“The term racist bullying refers to a range of hurtful behaviour, both physical and psychological, that makes a ​ person feel unwelcome, marginalised, excluded, powerless or worthless because of their colour, ethnicity, culture, faith community, national origin or national status”. ​

18 SEXUAL VIOLENCE AND SEXUAL HARASSMENT BETWEEN CHILDREN

Sexual violence and sexual harassment can occur between two children of any age and sex. It can also occur ​ ​ through a group of children sexually assaulting or sexually harassing a single child or group of children.

Children who are victims of sexual violence and sexual harassment will likely find the experience stressful and distressing. This will, in all likelihood, adversely affect their educational attainment. Sexual violence and sexual harassment exist on a continuum and may overlap, they can occur online and offline (both physical and verbal) and are never acceptable. It is important that all victims are taken seriously and offered appropriate support. ​ ​ Staff should be aware that some groups are potentially more at risk. Evidence shows girls, children with SEND and LGBT children are at greater risk and more likely to be victims of sexual violence and harassment whilst boys are more likely to be perpetrators of harassment.

Staff should be aware of the importance of:

● making clear that sexual violence and sexual harassment is not acceptable, will never be tolerated and is not an inevitable part of growing up; ● not tolerating or dismissing sexual violence or sexual harassment as “banter”, “part of growing up”, “just having a laugh” or “boys being boys”; and ● challenging behaviours, such as grabbing bottoms, breasts and genitalia, flicking bras and lifting up skirts. Dismissing or tolerating such behaviours risks normalising them.

Sexual violence It is important that school staff are aware of sexual violence and the fact children can, and sometimes do, abuse their peers in this way. When referring to sexual violence we are referring to sexual offences under the Sexual Offences Act 2003 as either , assualt by penetration or sexual assault.

What is consent? Consent is about having the freedom and capacity to choose. Consent to sexual activity may ​ be given to one sort of sexual activity but not another, e.g.to vaginal but not anal sex or penetration with conditions, such as wearing a condom. Consent can be withdrawn at any time during sexual activity and each time activity occurs. Someone consents to vaginal, anal or oral penetration only if s/he agrees by choice to that penetration and has the freedom and capacity to make that choice.

Sexual harassment When referring to sexual harassment we mean ‘unwanted conduct of a sexual nature’ that can occur online and offline. When we reference sexual harassment, we do so in the context of child on child sexual harassment. Sexual harassment is likely to: violate a child’s dignity, and/or make them feel intimidated, degraded or humiliated and/or create a hostile, offensive or sexualised environment.

Whilst not intended to be an exhaustive list, sexual harassment can include:

● sexual comments, such as: telling sexual stories, making lewd comments, making sexual remarks about clothes and appearance and calling someone sexualised names; ● sexual “jokes” or ; ● physical behaviour, such as: deliberately brushing against someone, interfering with someone’s clothes, upskirting (schools and colleges should be considering when any of this crosses a line into sexual violence - it is important to talk to and consider the experience of the victim) and displaying pictures, photos or drawings of a sexual nature; and ● online sexual harassment. This may be standalone, or part of a wider pattern of sexual harassment and/or sexual violence. It may include: ➢ non-consensual sharing of sexual images and videos; ➢ sexualised online bullying; ➢ unwanted sexual comments and messages, including, on social media; and ➢ sexual exploitation; and threats 19 APPENDIX 7

SOURCES OF FURTHER INFORMATION AND GUIDANCE

Other DfE departmental advice and guidance:

Cyberbullying: Advice for Head teachers and School Staff Advice for parents and carers on cyberbullying DfE Behaviour and Discipline in Schools Guidance Supporting children and young people who are bullied: Advice for schools Counselling in schools a blueprint for the future: Advice for school leaders and counsellors Mental health and behaviour in schools advice for school staff. Keeping Children Safe in Education (KCSIE) 2019

Legislative links:

Schools’ duty to promote good behaviour: Section 89 Education and Inspections Act 2006 Education (Independent School Standards) (England) Regulations 2014 and DfE Guidance (2019) Powers to tackle poor behaviour outside school: The Equality Act 2010

Specialist organisations:

The Anti-Bullying Alliance (ABA): Founded in 2002 by NSPCC and National Children's Bureau, the Anti-Bullying Alliance ABA) brings together over 100 organisations into one network to develop and share good practice across the whole range of bullying issues. The ABA has also put together a fact sheet outlining the range of support that is available to schools and young people from the anti-bullying sector which can be accessed here http://www.anti-bullyingalliance.org.uk/advice/support-from-the-sector/.

Kidscape: Charity established to prevent bullying and promote child protection providing advice for young people, professionals and parents about different types of bullying and how to tackle it. They also offer specialist training and support for school staff, and assertiveness training for young people.

The Diana Award: Anti-Bullying Ambassadors programme to empower young people to take responsibility for changing the attitudes and behaviour of their peers towards bullying. It will achieve this by identifying, training and supporting school anti-bullying ambassadors.

The BIG Award: The Bullying Intervention Group (BIG) offer a national scheme and award for schools to tackle bullying effectively.

Restorative Justice Council: Includes best practice guidance for practitioners 2011.

20 Online Bullying

ChildNet International: Specialist resources for young people to raise awareness of online safety and how to protect themselves.

Think U Know: resources provided by Child Exploitation and Online Protection (CEOP) for children and young people, parents, carers and teachers.

Digizen: provides online safety information for educators, parents, carers and young people. Advice on Child Internet Safety 1.0: The UK Council for Child Internet Safety (UKCCIS) has produced universal guidelines for providers on keeping children safe online. This includes advice for schools on responding to incidents of sexting.

LGBT

EACH: (Educational Action Challenging Homophobia): provides a national Freephone Actionline for targets of homophobic or transphobic bullying and training to schools on sexual orientation, gender identity matters and cyber homophobia.

Schools Out: Offers practical advice, resources (including lesson plans) and training to schools on LGBT equality in education.

Stonewall: An LGB equality organisation with considerable expertise in LGB bullying in schools, a dedicated youth site, resources for schools, and specialist training for teachers.

Barnados: through its LGBTQ Hub, offers guidance to young people, parents and teachers on how to support LGBT students and tackle LGBT prejudice-based bullying.

SEND

Mencap: Represents people with learning disabilities, with specific advice and information for people who work with children and young people.

Changing Faces: Provide online resources and training to schools on bullying because of physical difference.

Cyberbullying and children and young people with SEN and disabilities: Advice provided by the Anti-Bullying Alliance on developing effective anti-bullying practice.

Anti-bullying Alliance SEND programme of resources: Advice provided by the Anti-bullying Alliance for school staff and parents on issues related to SEND and bullying.

Mental Health

MindEd: Provides a free online training tool for adults that is also available to schools. It can be used to help school staff learn more about children and young peoples mental health problems. It provides simple, clear guidance on mental health and includes information on identifying, understanding and supporting children who are bullied. 21

Race, religion and nationality

Educate Against Hate: provides teachers, parents and school leaders practical advice and information on protecting children from extremism and radicalisation

Show Racism the Red Card: Provide resources and workshops for schools to educate young people, often using the high profile of football, about racism.

Kick it Out: Uses the appeal of football to educate young people about racism and provide education packs for schools.

Anne Frank Trust: Runs a schools project to teach young people about Anne Frank and the Holocaust, the consequences of unchecked prejudice and discrimination, and cultural diversity.

Tell MAMA: Measuring Anti-Muslim Attacks (MAMA) allows people from across England to report any form of Anti-Muslim abuse, MAMA can also refer victims for support through partner agencies.

Sexual harassment and sexual bullying

Disrespect No Body: a Home Office led campaign which helps young people understand what a healthy relationship is. This website includes teaching materials to be used in the classroom.

Anti-bullying Alliance: advice for school staff and professionals about developing effective anti-bullying practice in relation to sexual bullying.

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