Canterbury Road Primary School

‘a friendly, happy place to learn’

 

Anti-Bullying Policy

Agreed October 2015, to be reviewed October 2016

 

1) Objectives of this Policy

This policy outlines what Canterbury Road School will do to prevent and tackle bullying.  We are committed to developing an anti-bullying culture whereby no bullying, including between adults or adults and children and young people will be tolerated.

2) Our school community:

  • Discusses, monitors and reviews our anti-bullying policy on a regular basis.
  • Supports all staff to promote positive relationships and identify and tackle bullying appropriately.
  • Ensures that students are aware that all bullying concerns will be dealt with sensitively and effectively; that students feel safe to learn; and that students abide by the anti-bullying policy.
  • Reports back to parents/carers regarding their concerns on bullying and deals promptly with complaints.  Parents/ carers in turn work with the school to uphold the anti-bullying policy.
  • Seeks to learn from good anti-bullying practice elsewhere and utilises support from the Local Authority and other relevant organisations when appropriate[1].

3) Definition of bullying

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

Bullying can include: name calling, taunting, mocking, making offensive comments; kicking; hitting; taking belongings; producing offensive graffiti; gossiping; excluding people from groups and spreading hurtful and untruthful rumours.[2]  This includes the same inappropriate and harmful behaviours expressed via digital devises (cyberbullying) such as the sending of inappropriate messages by phone, text, Instant Messenger, through web-sites and social networking sites, and sending offensive or degrading images by phone or via the internet.

4) Forms of bullying covered by this Policy

Bullying can happen to anyone.  This policy covers all types of bullying including:

  • Bullying related to race, religion or culture.
  • Bullying related to SEND (Special Educational Needs or Disability).
  • Bullying related to appearance or physical/mental health conditions.
  • Bullying related to sexual orientation (homophobic bullying).
  • Bullying of young carers or looked after children or otherwise related to home circumstances.
  • Sexist, sexual and transphobic bullying.
  • Bullying via technology – “cyberbullying”.

5) Preventing, identifying and responding to bullying

The school community will:

  • Create and support an inclusive environment which promotes a culture of mutual respect, consideration and care for others which will be upheld by all.
  • Work with staff and outside agencies to identify all forms of prejudice-driven bullying.
  • Actively provide systematic opportunities to develop pupils’ social and emotional skills, including their resilience.
  • Provide a range of approaches for pupils, staff and parents/carers to access support and report concerns.
  • Challenge practice which does not uphold the values of tolerance, non-discrimination and respect towards others (British Values)
  • Consider all opportunities for addressing bullying in all forms throughout the curriculum and supported with a range of approaches such as through displays, assemblies, peer support and the school/student council.
  • Regularly update and evaluate our approaches to take into account the developments of technology and provide up-to-date advice and education to all members of the community regarding positive online behaviour.
  • Train all staff including teaching staff, support staff (including administration staff, lunchtime support staff and site support staff) and pastoral staff to identify all forms of bullying, follow the school policy and procedures (including recording and reporting incidents).
  • Proactively gather and record concerns and intelligence about bullying incidents and issues in our ‘Inequalities Incident Book’ so as to effectively develop strategies to prevent bullying from occurring.
  • Actively create “safe spaces” for vulnerable children and young people.
  • Use a variety of techniques to resolve the issues between those who bully and those who have been bullied.
  • Work with other agencies and the wider school community to prevent and tackle concerns.
  • Celebrate success and achievements to promote and build a positive school ethos.
  • Be encouraged to use social media responsibly.

6) Involvement of students

We will:

  • Regularly canvas children and young people’s views on the extent and nature of bullying.
  • Ensure students know how to express worries and anxieties about bullying.
  • Ensure all students are aware of the range of sanctions which may be applied against those engaging in bullying.
  • Involve students in anti-bullying campaigns in schools and embedded messages in the wider school curriculum.
  • Publicise the details of help-lines and websites.
  • Offer support to students who have been bullied and to those who are bullying in order to address the problems they have.

7) Liaison with parents and carers

We will:

  • Make sure that key information (including policies and named points of contact) about bullying is available to parents in a variety of formats.
  • Ensure that all parents / carers know who to contact if they are worried about bullying.
  • Ensure all parents know about our complaints procedure and how to use it effectively.
  • Ensure all parents / carers know where to access independent advice about bullying.
  • Work with all parents and the local community to address issues beyond the school gates that give rise to bullying.
  • Ensure that parents work with the school to role model positive behaviour for students, both on and offline.

8) Links with other school policies and practices

This Policy links with a number of other school policies, practices and action plans including:

  • Behaviour policy
  • The teaching of Citizenship and PSHE Education
  • Complaints policy
  • E-safety policy and Acceptable Use Policy
  • Safeguarding and child protection policies
  • The recording of racial incidents
  • Confidentiality policy
  • The Single Equality Scheme

9) Responsibilities

It is the responsibility of:

  • School Governors to take a lead role in monitoring and reviewing this policy.
  • Governors, the Headteacher, Senior Managers, Teaching and Non Teaching staff to be aware of this policy and implement it accordingly.
  • The Headteacher to communicate the policy to the school community and to ensure that disciplinary measures are applied fairly, consistently and reasonably.
  • Students to abide by the policy.
  • Parents/carers to support their children and work in partnership with the school.

The named member of staff with lead responsibility for this policy is Zöe King.

10) Monitoring & review, policy into practice

The named Governor for bullying will report on a regular basis to the governing body on incidents of bullying and outcomes.  Any issues identified through the monitoring of this policy will be incorporated into the school’s action planning.  The school uses guidance by the DCSF[3] and the Anti-bullying Alliance (ABA)[4] to inform its action planning.

 

Additional Content

 

Dealing with Incidents

The following steps may be taken when dealing with all incidents of bullying reported to the school:

  • If bullying is suspected or reported, the incident will be dealt with immediately by the member of staff who has been approached
  • A clear and precise account of the incident will be gathered, shared with the class teacher
  • If necessary this will be recorded and given to the head teacher
  • The Headteacher will interview all concerned and will record the incident
  • Teachers will be kept informed
  • When responding to cyberbullying concerns the school will take all available steps to identify the bully, including looking at the school systems, identifying and interviewing possible witnesses, and contacting the service provider and the police, if necessary. The police will need to be involved to enable the service provider to look into the data of another user.
  • If content posted online is offensive or inappropriate, and the person or people responsible are known, then the school will ensure that they understand why the material is unacceptable or offensive and will request that they remove it.
  • Where the bullying takes place outside of the school site then the school will ensure that the concern is investigated and that appropriate action is taken in accordance with the schools behaviour and discipline policy.
  • Parents/carers will be kept informed
  • Sanctions will be used as appropriate and in consultation with all parties concerned
  • If necessary and appropriate, the police or other local services will be consulted

The following steps may be taken when dealing with isolated incidents of derogatory language reported to the school:

  • If an isolated incident concerning the use of derogatory language (towards race, gender, sexual orientation, physical and mental health) is suspected or reported, the incident will be dealt with immediately by the member of staff who has been approached (See guidance below)
  • A ‘zero tolerance stance’ towards derogatory language is used.
  • Staff should explain why it is important to use language in its proper context and what the terms actually mean, in an age appropriate way.
  • All incidents of this nature are to be recorded in the ‘Inequalities Book’ (in Headteacher’s office) for monitoring
  • The Headteacher will interview all concerned
  • Teachers will be kept informed
  • Parents/carers of all children involved will be informed
  • Sanctions will be used as appropriate and in consultation with all parties concerned

Supporting Pupils

Pupils who have been bullied/experienced an incident of derogatory language will be supported by:

  • Offering an immediate opportunity to discuss the experience with their teacher or a member of staff of their choice
  • Being advised to keep a record of the bullying as evidence and report to an adult
  • Reassuring the pupil and providing continuous support
  • Restoring self-esteem and confidence
  • Working with the wider community and local/national organisations to provide further or specialist advice and guidance

 

Pupils who have bullied/used derogatory language will be helped by:

  • Discussing what happened and establishing the concern/what the words mean (in an age appropriate way) and the need to change
  • Informing parents/carers to help change the attitude and behaviour of the child
  • Providing appropriate education and support
  • If online, requesting content be removed and reporting account/content to service provider
  • Sanctioning in line with school behaviour/discipline policy. This may include official warnings, removal of privileges (including online access when encountering cyberbullying concerns), fixed-term and permanent exclusions.
  • Speaking with police or local services
  • Working with the wider community and local/national organisations to provide further or specialist advice and guidance

Guidance on dealing with homophobia

  • Most homophobic bullying in primary schools won’t involve children who are gay, but instead children who are perceived as being different from the ‘norm’.
  • “That’s so gay” or “you’re so gay” rarely refers to sexual orientation.
  • The use of the word ‘gay’ is not to be banned as this reinforces the idea that ‘gay’ is taboo.
  • When you hear homophobic language deal with the incident in a clam and constructive manner. Remain silent if you are upset or angry by what you have heard until you regain control.
  • If appropriate remove the children concerned from an audience or the scene of the incident.
  • Search for the personal, individual concerns/misunderstandings of language which may lie behind their words.  Show that you are delaying judgement (in some cases) by asking questions:
  • What do you mean by that?
  • What makes you think that?
  • Can you explain what you mean by calling that (object or person) gay? 
  • Do you mean that as a compliment or an insult?  Do you mean that as a kind thing to say or to hurt someone’s feelings?
  • Do you realise that what you said is homophobic/hurtful?
  • Explain why this language is wrong and hurtful and in an age appropriate way (see below).  Explain what the word actually means (being gay is about love).  Children need to understand exactly why homophobic language is hurtful.
  • Be critical of behaviour and language, but not of individuals and so allowing the challenged child/person to still feel OK and able to move on from the incident.
  • Build a sense of empathy, co-operation and shared rules “At Canterbury Road …” “how would you feel if …” Linking back to school rules at all times

Responses to answers/explanations could include:

  • Let us talk about why people think like that.
  • You might not think that remark is offensive/hurtful, but many would.
  • I am really surprised to hear you using that type of hurtful (or ‘homophobic’) language.
  • Language like that is unacceptable.
  • In this school, we try to be kind to everyone.
  • I am really sad to hear you talk like that. I hoped you knew it was important to be kind to everyone.

Dependent on age and understanding:

  •  Gay is a word we use to describe boys (men) who love boys (men) and girls (women) who love girls (women), (people of the same sex), not a nasty word to use to hurt people’s feelings.
  • I also thought you would realise that using the word gay in a negative way is offensive to gay people and therefore would not use that kind of homophobic language.
  • If the phrase “that is so gay” is used in a way that is not targeting a particular person, e.g.: “that TV programme was so gay”: “What do you mean by that?  Do you mean it is rubbish/uncool? Well, use that word.  Using the word gay makes it sound like being gay is a bad thing which is not true. It is just as normal/natural to be gay as it is to be straight and gay people should be treated with the same respect as you would expect.
  • How would you feel if people said that is so straight? You would not like to be made to feel that the people you like is a bad thing, would you? Gay people are just as ‘normal’ as straight people so we should treat them with the same respect.
  • You cannot tell whether someone is gay or straight just from how they look or behave.  Gay people are all very different, just like straight people are.
  • There are lots of different types of families including families with two mums or two dads. All types of families are as good as each other.
  • It does not matter whether someone has two mums or two dads. The important thing is that they love and look after each other and that they love and look after their children.
  • How do you think …feels hearing you talk about her mum/dad like that? How do you think her mum/dad would feel? Would you like it if someone said hurtful things about your mum/dad?
  • There is nothing wrong with crying. It is not sissy. It is just as normal for boys to cry as it is for girls.
  • Boys can wear nail varnish etc. if they want, just as girls can play football etc. as they want.
  • Are you saying … trainers etc. are girly? Boys and girls are free to wear whatever they like

 


 

[1] Adapted from Bullying – A Charter for Action, DCSF

[2] Adapted from Safe to Learn, Embedding anti-bullying work in schools, DCSF, 2007

[3] DCSF Guidance “Safe to Learn: Embedding anti-bullying work in schools”

http://www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/safetolearn/

 

[4] Anti Bullying Alliance

http://www.anti-bullyingalliance.org.uk/