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Anti-bullying Policy

Anti-Bullying Policy

Reviewed January 2018

 

Aims of the policy

 

The aims and objectives of Moorhouse Community School in formulating this policy are as follows:

 

  • To reduce and eradicate wherever possible instances in which pupils and adults are subjected to bullying, discrimination or racism in any form.
  • To establish appropriate means of providing support should such an incident occur.
  • To show that we value the cultural diversity of our community and aim to prevent any form of persecution by meeting the needs of our diverse society.

 

The ultimate aim should be to provide a learning environment free of any threat of fear, thus being conducive to the attainment of individual aspirations.

 

The Mission Statement

 

We constantly strive to be the best teachers and best learners we can be in order to make positive contributions to our local and global community.

 

We learn to live healthily and happily and love to learn in a fun and caring environment to secure successful futures for all.

 

 

In order to achieve this: WE AIM:

 

  1. To develop the school as a caring, sharing  community, extending links into the local and wide community and to include an awareness and nurture a sense of justice and tolerance of other faiths in terms if equal opportunities for all.
  2. Through a well balanced and well planned curriculum the school will provide the children with a sound basis on which they can build, in order to develop opportunities responsibilities, and experiences for an adult life.
  3. To ensure the best opportunities for children’s learning and progress by ensuring that planning and assessment of work is well structured and reviewed.
  4. Promote British Values – Democracy, Rule of Law, Tolerance and Mutual respect and Individual liberty

 

Definition

 

Bullying/racism may be defined as repetitive “behaviour by one or more people which produces damaging or hurtful effects, physically or emotionally to any individual”.  An incident of bullying/racism includes any form of harassment which contravenes Moorhouse equal opportunities policy.

 

 

 

This includes bullying around anyone of the following protected characteristics:

Disability, Gender, Gender reassignment, Pregnancy and maternity, Race, Religion or Belief, Sexual orientation, age, maritial status, civil partnership, same sex marriage.

 

Hurtful remarks can be made innocently but can still be hurtful to the recipient and so should be taken seriously.

At Moorhouse we tell the children if the negative behaviour is several times on purpose (STOP) it could be bullying.  We also tell the children that they need to tell an adult if they or someone else is upset or worried Start Telling Other People (STOP).

 

Setting Standards

 

The values and beliefs underlying this Policy are to be considered in the context of the following statements:-

All bullying/racism is unacceptable, regardless of how it is delivered or what excuses are given to justify it.

The school recognises the detrimental effect on pupils and adults who may be subjected to bullying/racism.

Victims of bullying/racism will be treated in a supportive manner, rather than being regarded as a burden to staff and peer groups.

The school is committed to combating all bullying/racist behaviour.

 

 

Persons covered by this Policy

 

All pupils and adults whether permanently or temporarily on school premises will be expected to adhere to this policy.

 

Action to prevent bullying

 

To foster an understanding of the diversity of cultures which exist in our community and in Britain today.

Circle time / Dinosaur School / Stonewall School Champion resources/ lesson are one method amongst many that can be used to develop positive relationships between children and adults so that all feel valued as members of our school community.

By the adherence to the school’s equal opportunities, anti-racism and behaviour policy.

By making all staff and pupils aware of the social and moral responsibility they have to each other by making it clear to all that harassment in any form is unacceptable. Taking part in community cohesion projects in the community.

 

During PSHCE / Circle Time children learn about difference and the richness this brings to our school community.  Each classroom and common area displays Different Families - Same Love Stonewall posters.

 

Assemblies refer to differences and positive messages for example using the book ‘Giraffes Can’t Dance’ by Giles Andreae.

 

Our PSHCE subject Leader Miss Bond monitors teaching and learning across the school and we follow the PSHCE Association themes. Moorhouse is a member of the PSHCE Association.

 

Action to combat bullying

 

Among the activities which the school will establish and maintain in an effort to combat bullying behaviour are:

  • Sanctions against children who show signs of bullying behaviour as outlined in the Behaviour Policy.
  • Allocation of specific roles and responsibilities, both at staff and pupil level, in order that incidents may be detected, behaviour monitored, and appropriate support delivered. 
  • Communication of the policy through assemblies and class time - and periodic update in order that staff and pupils are continuously aware of the policy and also of their individual responsibilities.
  • Staff training to ensure that all responsibilities in respect of this policy can be delivered in a competent, caring and efficient manner.
  • Individual’s who are reported more than once may be considered for mentoring. Our school Rainbow Room workers sees a few children each week, and in small groups tries to address their problems and seek their needs.

 

Individual Responsibilities

 

It is important that pupils and parents recognise the difficulties which staff may encounter in ensuring that the purpose and intent of the Bullying Policy can be effectively introduced and enforced.

In this regard the pupils and parents are expected to:

  • Report all incidents of bullying using the procedures in place.
  • Act in a respectful and supportive manner to their peers, reporting any suspected incidents which the victim may be afraid to report.
  • Adhere to and promote the aims and objectives of this statement.
  • Refrain at all times from any behaviour which would constitute bullying/racism of fellow pupils/adults.

 

Parents too can play a vital role by:

 

  • Stressing to pupils the importance of sociable behaviour.
  • Reporting any misgivings they have concerning either victims of perpetrators of bullying/racism to a member of the teaching staff.
  • Actively endorsing and supporting the Bullying Policy.
  • Acting as a positive role model for children.
  • Encouraging a non violent response within their children, i.e. not to hit back.

 

Dealing with incidents of bullying/racism/homophobia

 

 All allegations of bullying/racism /homophobia will be taken seriously.  In accordance with DfE guidelines all racist and all homophobic, biphobic, transphobic incidents will be recorded and parents and governors will be made aware of the incident and the action taken to deal with it.

All adults and pupils need to know that reported incidents are taken seriously and dealt with.  Incidents could be reported to any adult on the school staff (preferably the class teacher) or to visitors such as teacher training students.  The adult concerned should report the matter as soon as possible to Miss Bullock (Deputy Headteacher)

These records are kept in school and reported termly to the Local Authority.

 

There will be a graded series of responses to such reports.

 

First enquiry

 

Ascertain whether this behaviour is unusual or not and if it is out of character if there are any underlying circumstances.

Ask the “bully” if they are aware of the distress that has been caused.

To ask the “bully” whether they intended to cause distress.

To ask the “bully” to reflect on how they expect to be treated and how they would feel if they were the victim.

This will help create an atmosphere in which the “bully” can admit that they have caused offence.  At this stage many people prefer to use a no-blame approach as it focuses on how the bullied pupil can be helped to feel safe.  Staff should also be aware that there may be reasons why children bully and an effort should be made to ascertain this.

If the perpetrator continues to deny responsibility.

 

Action

 

Pupils say what are acceptable ways of interacting.  How they can ensure that the victim’s life is made more bearable in school.  These decisions are agreed and reviewed.  This can work well with a group.

 

If there are further incidents:

 

Don’t accept excuses.

A game is only a game if everyone enjoys it.

If it was an accident did they report it?

If it was for a laugh – who was laughing?

Using the word gay in a derogatory manner is never acceptable i.e “those trainers are so gay”.

 

A letter should be sent to the parents of the pupils involved outlining what action has been taken and what will happen if further incidents occur.

 

If further incident occur

 

Set clear limits, re-state what the school’s expectations are.

Explain clearly what sanctions/actions will follow further incidents.

Wherever possible the adult dealing with this pupil should remain calm.

 

Show the pupil the computer record of the incident and ask them to read it as this stresses the seriousness of it.  Define the behaviour clearly (using legal terms such as slander, criminal damage, homophobic bullying, hate crime if appropriate). A second letter will be sent to the parents of all the pupils involved, outlining what action has been taken and what will happen if further incidents occur.

 

If it is felt appropriate regular meetings can be set up between the Deputy Headteacher / Learning mentor and the children involved.

 

Sanctions if further incidents occur

 

Letter home to parents and copy to the Chair of Governors

Interview with parent

Contractual agreement

Temporary exclusion

Permanent exclusion

 

If the child is a victim of bullying;

 

  1. The first adult aware has a duty to report to SLT as soon as possible making notes where possible. This should be recorded on CPOMS electronic Safeguarding System under the appropriate heading / tag.
  2. If the incident is proved to be bullying Miss Bullock/ Ms Brougham will be informed and the incident logged on CPOMS and sent through to the Local Authority in the termly return.
  3. If the bullying continues, Head teacher is to make The Pupil Discipline Committee and Chair of Governors aware.

 

  1. Sometimes victims and witnesses are reluctant to report their concerns / worries as they think it will make the situation worse.  At Moorhouse we teach the children to report in order to make things better.  We have anonymous reporting tools, class worry box, School Council representatives, special assemblies and visitors such as NSPCC,  circle times and other activities where pupil voice is encouraged.

 

 

Evaluation Procedures

 

In order to assess the effectiveness of this policy, the following standards will be used as a means of measuring performance:

  • Variations in the number of reported incidents over a given period.
  • Individual incident returns.
  • Variation in the number of pupil days lost which are suspected to arise as a consequence of bullying.
  • Any marked improvement in academic performance which may be confidently regarded to have arisen due to the eradication of bullying behaviour.
  • Governors updated termly on the number and nature of incidents.

 

Policy Ownership and Responsibilities

 

The policy will be updated and reviewed annually.

Ultimate responsibility for its introduction and implementation will rest with the Governors and Headteacher.  However it is important to remember that all staff, pupils and parents have an active part to play in the maintenance and development of this policy.

 

Reviewed

Helen Brougham

Headteacher

 

School Council

September 2018

Review date September 2020

 

References in compiling this policy:

PSHCE Association

Stonewall 2014 teachers report

Keeping Children Safe in Education (DFE) 2016

 

Linked Documents:

Behaviour Policy

Single Equalities and Community Cohesion Policy

School Council Charter

Staff induction booklet

 

 

 

 

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