anti-bullying policy 2016 - hayfield primary school ... · pdf filethis can take the form of...

Hayfield Primary School: Anti-Bullying Policy

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Hayfield Primary School

Policy for

Claire Fisher

2016-17


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ANTI-BULLYING POLICY

Our School Vision Our pupils will be happy, healthy and caring, with a positive attitude to learning and life. The school community will be respectful, resourceful and open-‐minded in all that it does. Children will be helped to develop the confidence, knowledge and skills to reach their potential and make a positive contribution to society.

Our Mission Statement We want every child to: • be happy and secure, and know how to keep themselves healthy and safe.

• have good self-‐esteem, to develop a strong sense of self-‐worth, with the resilience and confidence to achieve success, develop own interests, strengths and talents, and fulfill potential.

• love learning, and experience a rich, vibrant, engaging curriculum, and become life-‐long, enthusiastic learners who ask questions to develop their thinking and a growth mindset.

• make excellent progress across the curriculum, especially in English, Mathematics and Science, achieving the highest standards of competence of which they are capable.

• be a good citizen, to develop a strong sense of community, citizenship and social awareness, with integrity and a good code of morals and ethics by which to lead their lives and set an example to others.

• form positive relationships and to know how to be a good friend: be caring and kind; share and take turns; have trust, tolerance and respect; be a good listener and empathise with others.

Our school curriculum, which will include the National Curriculum, will be driven by an emphasis on:

The community

Working together with parents, friends, local schools and businesses to provide enriched and relevant learning experiences for all.

The environment Having a good understanding of sustainability and environmental issues affecting our world; and showing care, respect and responsibility for the environment, both at local and global level.

Enterprise Education Being creative, working well with others, developing leadership, using initiative, being positive, taking risks, solving problems, developing a ‘can do’ attitude and making links with the world of work.

Sports and the Arts Having opportunities to experience a wide range of sports, music, art and drama, and to recognise and develop individual talents and interests.


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1. Aims of this policy At Hayfield Primary we believe that all pupils have a right to learn in a supportive, caring and safe environment without the fear of being harassed or bullied. We constantly and consistently promote positive behaviour and the importance of tolerance and respect. It is made clear that bullying is a form of anti-social behaviour and will not be tolerated. The school aims to:

• create a safe learning and teaching environment where all pupils feel happy, safe, comfortable and secure and are therefore able to achieve their potential

• demonstrate an ethos where relationships are positive and people care for and show respect in the way they treat each other

• ensure that all governors, teaching and non-teaching staff, pupils and parents have a clear understanding of what bullying is, know and understand school policy, and follow it when bullying is reported

• teach children about how wrong bullying is and the damage it can do, and how it is everyone’s responsibility to minimise incidents and their negative effects

2. Definition Bullying is deliberately hurtful behaviour, usually repeated over a period of time. Ofsted defines bullying as aggressive or insulting behaviour by an individual or group, often repeated over a period of time, that is intended to intentionally hurt or harm. It is difficult for victims to defend themselves against it. Bullying can be described as being a deliberate act done to cause distress solely in order to give a feeling of power, status or other gratification to the bully. Bullying can occur through several types of anti-social behaviour. It can be: a) Physical: A child can be physically punched, kicked, hit, spat at etc. b) Verbal: This can take the form of name calling and may be directed towards a child’s gender, race, sexual orientation, physical/social disability, personality etc. c) Exclusion: A child can be bullied simply by being excluded from discussions/activities. d) Damage to property or theft: Pupils may have their property damaged or stolen. Physical threats may be used by the bully in order that the pupil hands over property to them. Bullying may include the following:

Ø Following someone just to intimidate them Ø Staring at someone in a menacing way


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Ø Swearing or name calling Ø Sending abusive or threatening text messages or emails, or posting threats or hurtful

comments or images on social network sites Ø ‘Getting Even’ Ø Making fun of people’s appearance, accent, disability, religion, race, sexual

orientation etc Ø Rubbishing others’ work Ø Destruction of other people’s work or property in a wilful way Ø Stealing other children’s belongings Ø Forcing others to do things they don’t want to do Ø Physical violence – pushing, shoving, hitting etc Ø Verbal threats of violence Ø Abusing other people’s families Ø Deliberately making people feel left out Ø Copying people in a way which pokes fun Ø Ganging up on an individual Ø Ignoring people, leaving them out Ø Spreading rumours

NB: One off incidents may or may not be deemed to be bullying, depending on the circumstances. A victim is the unwilling recipient of these unprovoked acts. 3. Evidence of bullying

A child may indicate by signs or behaviour that he or she is being bullied. Adults (parents and teaching staff) should be aware of these possible signs and that they should investigate if a child:

• Doesn’t want, or refuses, to go to school • Is frightened of walking to or from school • Changes their usual routine • Begins to truant • Becomes withdrawn, anxious or lacking in confidence • Starts stammering • Attempts or threatens suicide or runs away • Cries themselves to sleep at night or has nightmares • Feels ill in the morning • Begins to perform less well at school • Comes home with clothes torn or books damaged • Has possessions which are damaged or ‘go missing’ • Asks for money/starts stealing money/’loses’ money (to pay bully) • Has unexplained cuts or bruises • Becomes aggressive, disruptive or unreasonable • Is bullying other children or siblings • Stops eating • Self harms • Is frightened to say what is wrong


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• Is afraid to use the internet or mobile phone • Gives improbable excuses if any of the above

These signs and behaviours could indicate other problems, but bullying should be considered a possibility and should be investigated.

4. Effects of bullying Bullying can have a serious negative impact on children’s lives, often affecting the life choices they make and the life chances they have as adults. The school recognises that where children are feeling upset or unhappy there will be an impact on standards of achievement and on their sense of well-being. The aim of this school is to reduce such incidents and minimise their negative effects on children’s learning and other aspects of children’s lives. 5. Processes and Procedures Bullying in any form will not be tolerated in our school. It is our collective responsibility to prevent it happening and, with this in mind, governors have laid down the following guide lines.

Ø Children can report bullying, including online-bullying and homophobic bullying, by telling any member of staff or a parent.

Ø Children know that they have a responsibility to report incidents of bullying even if they are not involved.

Ø All children in the school sign an Anti-Bullying Pledge (see Appendix 5). Ø All incidents of bullying are investigated and recorded on LA forms (see Appendix 1)

and in our own A-Z Blue Books by staff. Ø Parents are informed if their child has been involved in an incident (or ongoing

incidents) if such incident has been deemed as bullying. Ø All staff take every reported incident of bullying seriously and all reports are

investigated. Ø When a child reports a behavioural incident occurring at playtime or dinnertime to

any member of staff (Teacher, Mid Day Supervisor, Teaching Assistant), it is passed as soon as possible to the teacher(s) of the victim and perpetrator so that the incident can be investigated and support/sanctions can be activated. Teachers record incidents in the A-Z book so that they have a record of the incident and can look for patterns over time – patterns of behaviour, involvement of same children, same location of incidences etc.

Ø A ‘worry box’ is situated in the school entrance hall (and in some classrooms) so that pupils can write for help if they do not feel they can approach an adult. Assembly times are used to help the children to use this box.

Ø Staff talk to children in a location where privacy is respected and where other children can not overhear.

Ø The Headteacher will deal with serious incidents. Ø The number of reported incidences of bullying will be recorded in the Headteacher’s

report to the Governing Body.


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Ø Play leaders are trained to support minor disputes between pupils. They know when to refer incidents to staff.

Ø Both victim and bully will need some level of support. Please see our Behaviour Policy for further details. Sanctions will be imposed on those children deemed to be ‘bullying’. These include:

Ø A private apology Ø A public apology Ø A letter of apology Ø Loss of playtime Ø Loss of dinnertime play Ø Time out (as per the school’s behaviour policy) Ø Being placed on a ‘Behaviour Report’ Ø Parental involvement Ø Lunchtime exclusion Ø In serious cases of bullying, fixed term exclusions or permanent exclusion.

The school uses the Restorative Justice method to ensure that the perpetrator(s) learn to understand the hurt they have caused, take responsibility for their actions and try to repair the damage caused. Staff work to develop children’s understanding of bullying, to teach children ways of dealing with bullying if it occurs to them and to support children who are being bullied or are bullying other children. Methods include:

Ø staff presenting as good role models in their dealings with children and each other Ø reception and younger children being taught to share toys and behave in a caring way

towards each other Ø circle time and Philosophy for Children (P4C) being used to develop ideas and themes

around the issue of bullying and to investigate the effect bullying has on the victims Ø taking part in National Anti-Bullying Week in November each year Ø teaching the unit on bullying in the ASK About Life PoS (Derbyshire’s PSHE

programme) in PSHE lessons Ø holding regular assemblies on anti-bullying, tolerance, respect and British values Ø displaying around school the message that bullying will not be tolerated, e.g.

‘S.T.O.P.’ display in the hall Ø visitors to the school discussing bullying with the children Ø supporting both the victim and the perpetrator in bullying incidents Ø staff sharing information about bullying and being vigilant in watching for signs of

bullying (characteristic signs of bullying are included in Appendix 2) Ø involving children in writing this policy Ø involving children in setting up class rules and sanctions Ø involving the School Parliament in sharing children’s views, ideas and questions about

different types of bullying and the effects of bullying on the victim. Parents of both victims and bullies will be involved in supporting their children where the school feels it is necessary. This may happen in the following ways:


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Ø informing parents of incidents (by letter or verbally) Ø supporting parents and families by providing information that will help them to access

outside support Ø providing support leaflets and contact telephone numbers and website addresses for

parents and children. Parents are encouraged to notify the school at the first opportunity if they feel their child is being bullied or is bullying other children. See Appendix 2. 5. Monitoring Everyone in school is responsible for adhering to this policy, and for being vigilant and reporting any incidents of bullying. The Headteacher will monitor that this policy is being adhered to and will revisit procedures with staff on an annual, or as and when required, basis. 6. Policy links This policy links with other policies on:

• Behaviour and Discipline • Equality for All • Online-Safety • Staff Code of Conduct • Special Educational Needs and Inclusion • Physical Intervention • Safeguarding and Child Protection • Managing Staff Allegations • Accessibility Plan • Curriculum • PSHE • Health & Safety

7. Review This revised policy will be reviewed bi-annually (in line with policy on Behaviour & Discipline) by the Governing Body and updated, as appropriate. Reviewed on Signed by Chair of

Governors Signed by Headteacher

8. Appendices Appendix 1 Recording incidents Appendix 2 Identifying bullied pupils and what to look for Appendix 3 Information for pupils Appendix 4 Anti-bullying poster Appendix 5 Anti-bullying pledge


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Appendix 1: Recording Incidents

Hayfield Primary School

Record of Reported Bullying Incident

Date of Incident: Name of Person Reporting Incident: Name of Victim(s): Name of Perpetrator(s): Brief Outline of incident: (include time, place and what happened – record words used) Names of Witnesses: Was the incident racially motivated? Yes / No If yes has a Racial Incident form been completed? Yes / No Was the incident homophobic bullying? Yes / No Action Taken by School: Have parents been informed? Victim(s) Yes / No Perpetrator(s) Yes / No Signature of Member of Staff: Follow up to Incident: (please record how the incident has been followed up – please give dates and actions) Please record the time taken to work on this incident: Minutes


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Appendix 2: Identifying bullied pupils and what to look for Research in British schools has identified three general characteristics of the sort of children who may be bullied. PASSIVE VICTIMS (these make up the majority)

• are often smaller and weaker than their peers • display an unhappy, withdrawn demeanour and/or are isolated • are often clumsy or uncoordinated and poor at sport • are reluctant to go into the playground or keen to stay around adults • display a lack of confidence, can feel depressed, inferior, helpless and unable to cope • usually display a positive attitude to school work

VICTIMS OF NAME CALLING, RACISM, HOMOPHOBIC AND OTHER SOCIAL PREJUDICE

• are victimised for being different e.g. race, religion, sexual orientation, size • are victimised for alleged or actual sexual preferences • are victimised for being a member of low status groups in society e.g. travelers • may be vulnerable where they are in small numbers • may be targeted because they are very bright or have special needs

PROVOCATIVE VICTIMS (a very small minority of victims)

• seek constant attention for pleasing, compliant behaviour • tease and taunt others and then complain when others retaliate

WHAT TO LOOK FOR: Pupils being bullied tend to show particular changes in behaviour which could include:

• a reluctance to come to school • erratic attendance • a reluctance to walk home with other pupils • depression, tearfulness, unhappiness • unlikely excuses for possessions damaged or destroyed, for example, school books

scribbled on, spectacles broken, dinner money stolen etc • isolation in the playground, dining room, during games etc

COMMUNICATION WITH PARENTS/CARERS Tell tale signs of children being bullied in school often appear during conversations with parents or in notes coming into school. For example, there may be no likely explanation given by parents or teachers for the following:

• a child’s having problems with sleeping, bedwetting, nightmares • a pupil’s lack of appetite, anorexia, bulimia, excessive comfort eating • a pupil self-harming • a pupil developing a tendency to stammer • a pupil displaying promiscuous sexual behaviour • a pupil’s attempted suicide • a pupil spending excessive amounts of time on websites/mobile phone and hiding

what they are doing


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Appendix 3: Information for older pupils

Do you think you are being bullied?

Nobody has the right to hurt other people by hitting them, kicking them, calling them names, being nasty on social media, spreading rumours about them or by doing anything else which is intended to be upsetting. Bullies may pick on someone who is tall or small, fat or thin, wears glasses, has a different accent, is another religion, shy or clever, too good looking, disabled or . . . any excuse will do!

If this is happening to you tell yourself that it is not your fault, and that it is the bullies who need to change, not you.

What to do

• Talk to someone you can trust, a teacher, parent, older friend or relative. • If the first person you talk to ignores you don't give up, speak to someone else. • If you can, write down everything the bullies have done or have said to you, and how

you feel. When you’ve found someone you can trust, share what you’ve written with that person. Be very careful to only write down things which really did happen.

• If you find it hard to talk to an adult, ask a friend to come with you, or speak for you. • You could telephone Childline (Freephone 0800 1111). Their helpers provide a

confidential counselling service for young people in trouble or danger. • Most importantly, do something. Sometimes bullying stops quickly but doing nothing

means it may continue until someone is seriously upset or hurt. If their behaviour is not challenged they are unlikely to stop.

• And remember, be proud of who you are. It is good to be individual!

What not to do

• Don't try to deal with the problem on your own. • Don't hit the bullies- you might end up being accused of bullying yourself! • Always tell the truth about what has happened. If a small part of what you are saying

is shown to be untrue then people might not believe the rest! • Don't believe the lies that the bullies tell about you. • Don't hide what is happening. Keeping things secret is the bully’s biggest weapon

against you. That is why bullies go to so much trouble to try to stop you telling.

What do you do if you think someone else is being bullied a) Take action! Watching and doing nothing looks as if you are on the side of the bully. It makes the victim feel more unhappy and on their own. b) If you feel you cannot get involved, tell an adult immediately. Teachers will deal with the bully without getting you into trouble. c) Do not be, or pretend to be, friends with a bully.

NEVER KEEP BULLYING A SECRET. ALWAYS TELL A TRUSTED ADULT - THAT’S THE WAY TO MAKE IT STOP!!


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Appendix 4: Anti-bullying poster

BULLYING means hurting someone Several Times On Purpose = S T O P

Is someone hurting or upsetting you? It might not be ‘bullying’ but it still hurts! So here’s what you need to do!

• DO ask the person politely to STOP

• DO tell an adult if the person keeps upsetting you

• DO tell someone else if things don’t get better

• DO tell the whole truth about what’s happened

• DON’T try to hurt the other person back

• DON’T keep the problem to yourself or allow the

person to keep hurting you • Don’t tell lies about what’s happened

REMEMBER: S T O P also means Start Telling Other People


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Appendix 5: Anti-Bullying Pledge

Anti-Bullying Pledge

I won’t watch someone get picked on, Or wound up, or hurt Because I am not a do nothing person. I care. I can help change things. I can be a leader. In my world there are no bullies allowed. Bullying is bad because it hurts. Bullying bothers me and should bother EVERYONE. If I see bullying, I won’t stand aside, I will tell someone – this is my responsibility and THE RIGHT THING TO DO. Signed………………………………………………………. Date………………………………………………………….

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