HAGBOURNE C.E. PRIMARY SCHOOL
‘Preparing each child for their future in an ever-changing world’
CARE - COURAGE - RESPECT - RESPONSIBILITY
Anti Bullying Policy
This is our school community’s shared understanding of what bullying is.
“When a person’s or group of people’s behaviour, over a period of time, leaves someone feeling one or more of the following:
It could be bullying. When a person, or group of people, has been made aware of the effects of their behaviour on another person and they continue to behave in the same manner, this is bullying.”
If someone is made to feel like this, or if they think someone they knows feels like this, it should be investigated. This should happen straight away as it can take a long time to build up the courage to tell someone. However, lots of things can make people feel bad, sometimes it depends on the situation we are in, and it is not always bullying – so the following two definitions are also useful:
Methods and Practices of bullying
The following are some examples of the many different forms of bullying, but this is not an exhaustive list.
Physical - For example, kicking, hitting, spitting, pushing, taking and damaging belongings, or threatening to do any of these things
Verbal - For example name calling, taunting, threats, offensive or discriminatory remarks, whether about people or objects
Indirect, emotional or relational - For example, spreading hurtful and untruthful rumours or nasty stories, gossiping, excluding from social groups, forcing someone to do something against their will, tormenting, “dirty looks”, or producing offensive graffiti
Cyber - For example, sending offensive text messages, using pictures or video clips, Instant Messaging, emails, social networking sites or other electronic contact to cause harm, embarrassment or discredit to students or staff of the school.
‘Cyber-bullying is an aggressive, intentional act carried out by a group or individual using electronic forms of contact repeatedly over time against a victim who cannot easily defend him or herself’
Prejudice-related - For example, bullying or harassment that is homophobic, gender based, sexist, sexual or transphobic, racist or discriminating against religion, Special Educational Needs, disabilities, health conditions or a person’s home circumstances, such as being looked after, or caring for a family member. This includes actions or language that discriminates against people for any of these reasons, or other reasons relating to a person’s identity.
Sexual - For example inappropriate or unwanted physical contact, verbal comments or cyber messages of a sexual nature.
Bullying includes the above but is not limited to this. It also includes:
We reject all of the above forms of bullying and will not tolerate them in our school community.
We are aware that several areas in and around the school are vulnerable to bullying, including:
The school has an enduring interest in the welfare and conduct of its pupils and will respond positively to any information it receives about bullying outside school, for example in journeys to and from school, in after school activities, or through use of technology such as the internet or mobile phones outside of school hours. The Education and Inspections Act 2006 gives Head teachers the power
“to such an extent as is reasonable to regulate the behaviour of pupils when they are off the school site (which is particularly pertinent to regulating cyberbullying)”.
For example, the school will intervene if it hears of:
To help prevent and reduce bullying off-site, the school will:
If the school is aware of a bullying incident outside school, staff will:
Discriminatory language not only undermines confidence and self-esteem of individuals, but reflects negative attitudes towards a wider sub-community or group, and in some cases is illegal. A culture where discriminatory language goes unchallenged is likely to be a culture where bullying is more prevalent.
Discriminatory language of any kind is not acceptable and will be challenged, whether verbal, written (including graffiti) or electronic. Education about diversity will be delivered through the curriculum, displays, assemblies and tolerance will be modelled by all staff. In particular we will not accept any derogatory language that is:
Discriminatory language is sometimes used without thinking and in some schools is ignored by teachers and school staff because either they feel it is difficult to know how to respond or they believe the language is used without any discriminatory intent. In this school we challenge all discriminatory language whenever it is used. When responding to discriminatory language, staff will:
If it still continues, involve senior teachers. The pupil should understand the sanctions that will apply if they continue to use discriminatory language. Alongside sanctions we may use a restorative approach to help repair the harm caused by the incident and help young people be aware of the impact of their actions. These sanctions may include:
How bullying incidents will be dealt with
Bullying will be investigated and dealt with quickly, sensitively, fairly and firmly, using the annexed checklist. Students can report it to any member of staff, in the knowledge that it will be taken seriously and dealt with effectively. If a member of staff feels that they are being bullied, they should report it to their line manager or the Head Teacher. Bullying of staff will be dealt with in accordance with Oxfordshire County Council guidelines.
Strategies to support those bullied and bullying
The following strategies are in place to support students and staff who have been bullied:
The following strategies are in place to support and work with pupils who have been bullying:
Monitoring and Review
The school regularly monitors behaviour and bullying through the following measures:
Spotting bullying early
A child may indicate by signs or behaviour that he or she is being bullied. To those who know the child this may simply be a feeling that ‘things aren’t quite right’. If staff become aware of the following signs we will investigate If parents/carers are worried they must contact the school for support. If a child:
These signs and behaviours could indicate other problems, but bullying should be considered a possibility and should be investigated
Education and information
Education and awareness-raising about diversity, discrimination and bullying is delivered through:
Where Pupils and Parents / Carers can find more information
Parents / carers: This policy and the annexed Parent / Carer Anti-Bullying Guide is found on the school website. Parents / carers can contact Annette Crewe (Headteacher) if they suspect bullying is going on. If they are unhappy with the way it is dealt with, or wish to make a complaint, they can contact Jim Harris (the chair of governors). Comments from parents / carers will be welcomed and it is expected that all parents/carers will support the school in maintaining these standards.
Checklist for Managing a Bullying Incident
NB: Follow the interview guidelines for all parties (see second page)
1. Young person tells you he/she is being bullied or incident is observed
2. Report to a responsible member of staff
3. Record incident following Oxon guidelines
4. Ensure that an appropriate adult meets with the target of the bullying. Follow interview guidelines and record.
5. Listen to other young people who may have observed the incident. Follow interview guidelines and record.
6. Ensure that appropriate adult meets with the young person alleged to be responsible. Follow interview guidelines and record.
7. If there is evidence or admission of bullying, issue appropriate sanctions following anti-bullying policy and behaviour policy. If you are using a restorative approach provide opportunity for young person to reflect and consider how they might make amends.
8. Inform the target of outcomes and actions taken. Keep them informed throughout. Provide on-going support
9. Inform the young person responsible of outcomes and actions taken, Keep them informed throughout. Provide on-going support
10. Contact the parent/carers of the target of the bullying. Inform them of the incident and offer appropriate support. Keep them informed throughout.
11. Contact the parent/carers of the young person responsible for the bullying. Inform them of the incident and offer appropriate support. Keep them informed throughout.
12. Where a criminal offence has been committed, consider reporting the incident to the police or inform parents of the target that they may want to do so
13. Consider what additional input is required in terms of: work with class or year group, assembly, individual or group work with young people concerned, referral to outside agencies etc.
14. Monitor the situation and review with all parties to ensure the bullying has stopped.
15. Review how successful your approach has been. What additional preventative measures need to be in place?
16. If no bullying has taken place, or there is insufficient evidence, consider what further action is needed to reassure and meet the needs of those concerned
Guidelines for interview with all parties
 Adapted from Bullying – A Charter for Action, DCSF
 Adapted from DfE guidance “Preventing and Tackling Bullying” 2012
 Report to the Anti-Bullying Alliance by Goldsmiths School, University of London
 Adapted from: Stonewall, Challenging Homophobic Language, http://portal.oxfordshire.gov.uk/content/public/CYPF/anti_bullying/ab_week_2010/homophobia/Challenging_Homophobic_Language.pdf and from Safe to Learn, Homophobic bullying ( DCSF 2007)