Stop Bullying Policy 2020 - 2021
Cerne Abbas C.E. V.C. First School, Duck Street, Cerne Abbas, Dorset. DT2 7LA
Telephone: 01300 341319 www.cerneabbas.dorset.sch.uk
CERNE ABBAS CE VC FIRST SCHOOL
Date reviewed: March 2020
Date to be reviewed: March 2021
DEVELOPING AN EFFECTIVE CHILD-CENTRED ANTI- BULLYING POLICY
Through the implementation of this policy the school will be able to demonstrate the impact of its anti-bullying policy and procedures.
The schools acknowledges its public duty to show due regard to eliminate discrimination, promote equality of opportunity and foster good relations between persons of protected characteristics and none (Equality Act 2010). The protected characteristics are:
● Race (ethnicity)
● Sex (gender)
● Sexual orientation
● Gender reassignment
Bullying is a widespread problem and the school recognises that there are distinct groups of children or individuals who are bullied disproportionately.
At Cerne Abbas CE VC First School we recognise that a key anxiety for parent / carers is the safety of their child.
The anti-bullying policy is a stand-alone policy but it is acknowledged there is significant overlap with the school’s Behaviour Policy.
The responsibility of the school extends beyond the school boundaries and where ‘out of school’ incidents of bullying are reported the school recognises its duty to respond.
The children have been involved in writing this policy and have agreed that the definition of bullying should be:
Several Times On Purpose = STOP Bullying
The intention is to hurt someone emotionally or physically and to aggressively dominate.
The lead person with responsibility for developing this policy is Mrs Catherine Cresswell.
Mrs Catherine Cresswell is the Headteacher at Cerne Abbas CE VC First School
1. Roles and Responsibilities
The Headteacher will:
1. develop the policy in line with good practice
2. ensure that agreed protocols are followed
3. evaluate the progress the school is making in relation to the STOP Bullying agenda
Teachers, Teaching Assistants, Office Staff and Lunchtime Supervisors are responsible for the day to day implementation of these practices and they will:
1. support the development of an appropriate culture within school
2. support the children who have experienced bullying
3. respond to children who have bullied
4. model appropriate, respectful behaviour
Children in this school will:
1. embrace a culture that respects difference
2. support other children who have experienced bullying behaviours.
3. model appropriate, respectful and kind behaviour
Governors are responsible for monitoring the above.
At every stage in the development of this policy recognition has been given to the importance of ownership by the school community. The children, staff, parent / carers and governors have been, and will continue to be, involved in:
1. the development of the policy
2. the implementation of the policy
3. the evaluation of the policy
3. The Aims and Objectives
Our aim at Cerne Abbas CE VC First School is to provide a secure, supportive environment within which each child can flourish and develop their full potential. We believe that children can only be effective learners if they feel comfortable and happy within themselves and within their learning environment.
Our school aims are to:
● stop bullying
● protect young children
● make school a happy and enjoyable place for everyone
● promote equality and prevent discrimination
● support children who are being bullied
● give effective help to bully and victim
● provide advice on how to react to different types of bullying
● help communication between parents, professionals, victims and bullies
● educate pupils, staff, parents/carers and governors about bullying
● give teachers guidance on how to deal with bullying
● to help children be confident to tell people about what is making them unhappy
As stated in the DfE document 2011 "Preventing and Tackling Bullying – Advice for School Leaders, Staff and Governing bodies", the aims and objectives of this policy are to develop and maintain:
1. a culture of respect where difference is valued
2. a system of support for children who have been bullied
3. a system of clear, fair and consistent responses to incidences of bullying
4. Defining Bullying
Our children were asked ‘What is bullying?’ and the following is a list of their responses:
● is when someone is being mean
● calling names
● following you around
● picking on people
● makes people sad
● happens again and again
● is not very nice
● happens on purpose.
● Is not a one off incident
Based on the above and further consultation with staff, parents / carers and governors our agreed definition of bullying is:
Bullying is any action taken by one or more children repeatedly with the deliberate intention of hurting another child, either physically, verbally or emotionally or / and aggressively dominate them.
Our definition is in line with the definition stated in the DfE document 2011 "Preventing and Tackling Bullying – Advice for School Leaders, Staff and Governing bodies".
The children were asked how to make someone feel happy in school. They said:
● Play with them
● Show them round
● Show them what to do
● Smile at them
● Ask them if they’d like to play with you.
● Take them to a teacher if they are upset.
● Help them up if they fall over.
● Share things with them.
● Invite them to come to your house.
● Say sorry if you have upset them
● Make them laugh with a joke
● Give them a friendly hug
● Be our Christian values of Friendship, Trust and Peace
We believe our school has a culture that embraces differences and never tolerates bullying.
This culture is supported through:
o the delivery of an appropriate curriculum – including ensuring positive images of people with protected characteristics, positive role models in history, art, science, media etc.
o routine activities which provide opportunities for children to talk about differences ie. Circle times, Collective Worship, themed weeks, school events, school visits and lessons.
o training for staff to ensure a knowledge about diversity and issues associated with bullying
o the modelling of appropriate respectful behaviour by staff and pupils and other members of the school community.
o Daily reminders of how we demonstrate our Christian values
o An annual ‘Say no to Bullying Week – it’s cool to be kind’.
Our approach to preventing incidents of bullying taking place includes:
❖ never saying to children ‘don’t tell tales’
❖ peer mediation training for our Peacemakers
❖ encouraging children to talk about things if they are upset
❖ talking with the victim: encouraging them to talk about what is causing them distress, to tell, to be assertive towards the perpetrator without resorting to violence
❖ finding out both sides of the argument but not jumping to conclusions
❖ talking with the perpetrator: not shouting or threatening but explaining and discussing:
● the victim’s feelings
● how would you feel?
● the consequences of their actions
● the perpetrator’s motives
❖ aiming to get the perpetrator to realise that what they have done is wrong, but explaining to them that they can change their behaviour
❖ encouraging a genuine apology (‘I am sorry for what I did and I will try not to do it again)
❖ logging all incidents, using My Concern, of children hurting other children so that repetition can be identified
❖ involving the Headteacher in all incidents of bullying
❖ sharing incidents of bullying with the parents/carers of both the victim and the bully
In the past, the school has found that in some cases the child committing the ‘offence’ is not always aware that his/her behaviour has caused / is causing distress ie. the behaviour is unintentional. In such cases, it is our practice to help such children to understand the consequences of their behaviour and to develop their social skills in a positive way. However, it is made very clear that the behaviour is unacceptable. If the child fails to respond to this approach and repeats the behaviour, sanctions will then be imposed until the situation is resolved.
Most unkind behaviour at this school, which parents might see as ’Bullying’, is actually about children coming to terms with playing and working together. The child accused of bullying may have a totally different view of the ‘game’. These incidents need to be addressed just as seriously as incidents of bullying because they affect other children’s attitudes to school. The role of staff is key to deciding which incidents need to be dealt with at the time and which incidents need to be reported to a senior member of staff.
Children are taught how to communicate very clearly their views about a situation eg.
‘I don’t like this game, please stop it’
‘You are upsetting me, please stop it’
‘I don’t like this game; if you don’t stop it I will tell an adult’
Children must be encouraged to tell an adult on duty immediately. It is no good if the child who is upset waits to tell the class teacher or leaves it until the end of the day to tell their parents. This not only disrupts teaching and learning, it makes solving the problem more difficult.
Our school staff recognise their responsibility to address each incident of behaviour individually and appropriately. The common elements of each response will include:
o Listening to the child who is unhappy and identify the type of support they need
o Apply behaviour management strategies and sanctions consistently and fairly
o Complete the school’s recording forms (My Concern) and involve outside agencies (such as Educational Psychologists or Behaviour Support Service) as appropriate.
All school staff will act upon a child’s concern seriously and immediately, if necessary by calling on a senior member of staff at the time.
6. Responding & Supporting
All incidents of bullying will result in the Headteacher contacting parents of both the victim and the bully and will result in both victim and bully being monitored closely by all school staff both in the classroom and on the playground.
The children talked about who they could go to talk to if something was wrong. They said they could turn to:
● Teaching Assistants
● Lunchtime Supervisors
Our school recognises that under the Children Act 1989 a bullying incident should be addressed as a child protection concern when there is "reasonable cause to suspect that a child is suffering, or is likely to suffer, significant harm". Where this is the case, our school staff will report their concerns to the Designated Senior Person for Child Protection who will refer to Children’s Services Social Care if deemed appropriate.
Specific procedures for dealing with a pupil found guilty of bullying are as follows. Please refer to the school’s Behaviour Policy for further information on unsuitable Sanctions and Behaviour Management Strategies.
THE 7-STEP APPROACH TO DEALING WITH AN INCIDENT OF BULLYING
STEP 1 – Headteacher talks to the victim
When the Headteacher finds out that bullying has happened she/he starts by talking to the victim about what has happened and how they are feeling. She may question the victim about the incidents, and will need to know who was involved, including non-participant spectators. She will encourage the victim to talk about the effects of the bullying, for example how it makes him/her feel. The victim’s parent/carer will be kept informed throughout the process.
STEP 2 – Headteacher meets with the bully and any other children involved
The Headteacher arranges to meet all the children who have been involved (without the victim present). This may include some bystanders who observed the incident(s) but did not initiate any bullying. The parents/carers of all involved will be kept informed throughout the process.
STEP 3 – Headteacher explains how the victim is feeling and why.
The Headteacher tells the group about the way the victim is feeling. She might use a picture, story or a drawing to emphasise the victim’s distress. She will discuss the details of the known incidences. She will seek agreement on what happened.
STEP 4 – Headteacher places the responsibility on the group to change the victim’s feelings from negative to positive.
The Headteacher will state that the group must do something about the way the victim is feeling. Stating that it is everyone’s responsibility to ensure everyone feels safe and happy in school.
STEP 5 – If necessary, the Headteacher and group draw up an action plan to STOP the bullying.
What can be done to help the victim feel better, happier in school? Each member of the group will be encouraged to suggest a way in which the victim could be helped to feel happier. The Headteacher will seek an agreement on an action plan which clearly sets out the responsibilities of all the members of the group.
STEP 6 – Headteacher stresses the consequences of not fulfilling their responsibilities as outlined in the action plan. 8
The Headteacher ends the meeting by encouraging the children to act now. The Headteacher explains the consequences for not changing their behaviour. The Headteacher will also tell the group that all school staff will be closely monitoring their behaviour, particularly around the victim on a daily basis.
STEP 7 – The Headteacher will set a date for a follow up meeting a week later.
About a week later the Headteacher will discuss with the group, including the victim if deemed appropriate, how things have been going. The Headteacher will continue to closely monitor the behaviour of all the children involved and will ask the group to do the same and to report back to her if they see or hear anything that concerns them.
Our school uses My Concern to log concerns about children which includes gathering information on incidents of poor behaviour in school. All staff are informed of the need to report incidents of bullying this way.
Our school will track the outcomes of individual incidents of bullying. Our school will monitor the progress we are making with respect to the anti-bullying agenda. We recognise that success will be associated with satisfaction shown by the children and parents / carers and not necessarily via a reduction in reported incidents. Our school uses Questionnaires issued every year to evaluate the school’s effectiveness at dealing with incidents of bullying. Our school will also use the attached evaluation forms at the end of the year to evaluate specific incidents of bullying reported during the past academic year.
Bullying Report Form
A positive, purposeful and enthusiastic atmosphere