Steeple Bumpstead Primary School
• THIS DOCUMENT is a statement of the aims, principles and strategies for anti-bullying at Steeple Bumpstead Primary School.
• IT WAS DEVELOPED through a process of consultation with teaching staff.
• THIS POLICY WILL BE REVIEWED in the Summer Term 2020. A schedule of review of this, and all other policy documents is set out in the Governors Year Planner.
This Policy to be used in conjunction with the school’s Behaviour Policy and Personal, Social and Health Education Policy.
Under Section 22 of the Education Act 1986 Headteachers are responsible for maintaining acceptable standards of discipline and behaviour in schools and for regulating the conduct of their pupils.
• To build an anti-bullying ethos in school.
• To ensure the safety and happiness of pupils.
• To ensure all children are able to achieve their full potential (bullying leads to unhappiness which affects concentration and learning).
• Through policy and action the school will respond positively and effectively to bullying.
• All staff, teaching, teaching assistants, administrative staff are vigilant and responsive to bullying behaviour.
• Children feel they are able to tell a member of staff if they are being bullied and that action will be taken to resolve the situation.
What is Bullying?
There are many definitions of bullying, but most have three things in common:
• It is deliberately hurtful behaviour
• It is repeated often over a period of time
• It is difficult for those being bullied to defend themselves
Bullying can take many forms but the main types are:
• Physical – hitting, kicking, taking belongings
• Verbal – name calling, insulting, racist remarks, remarks about assumed sexual orientation
• Indirect – spreading nasty stories about someone, excluding someone from social groups,
Both boys and girls bully each other. Children who bully others can come from any kind of family, regardless of social class or cultural background.
Who are the victims?
Any child can be bullied.
There are certain risk factors which will make the experience of bullying more likely. These include:
• Lacking close friends in school
• Being shy
• Coming from an over-protective family environment
• Being from a different racial/ethnic group from the majority.
• Having special educational needs.
• Being a “pro-active victim” – a child who behaves inappropriately with others, barging in on games or being a nuisance.
When does bullying occur?
In Primary Schools up to 75% of bullying behaviour takes place in the playground. All staff, teaching and non-teaching need to be vigilant and aware of bullying behaviour. Staff will need to watch for pupils who seem isolated, whilst recognising that some pupils are quite happy being by themselves. Staff also need to be able to identify problem areas in the school, ensuring that these areas are well supervised. Increasingly bullying behaviour is taking place on line and the school has put in place cyberbullying advice as part of the PSHE curriculum and computing curriculum.
Common problems during playtime which could lead to bullying behaviour:
• Boredom – often leads to fights, teasing or damage to environment.
• Crowding – open, unstructured playgrounds can stimulate vigorous and sometimes frenzied activity creating competition for space leading to conflicts and injuries.
• Marginalisation – many vigorous activities that take up a lot of space, e.g. football, can push other pupils to the margins of a featureless playground.
• Isolation – those who do not excel in the skills required for the dominant games are noticeably excluded because they have little opportunity to engage – and smaller and different games and social activities.
Preventative steps the school will take:
Staff must listen to children when they say they have been bullied. Staff must take children seriously. A child should never be told to “go away and stop telling tales”:
Children must know that they should tell a member of staff if they are being bullied.
Children should be aware of the idea that if children are lonely during playtimes they stand by or sit on the ‘buddy’ bench. A friend/school playleader will come and ask them to play. Strategies to help when a child thinks that they are being bullied or a friend of theirs is being bullied should be explained in assemblies and possibly with visits from theatre groups, such as Bully 4 You.
All staff should praise co-operative behaviour.
Through the PSHE curriculum and Circle Time discussions it could explore issues such as:
What is bullying? What causes people to bully each other?
How does it feel to be bullied or to bully?
What are the effects of bullying on others?
What would our school be like if bullying behaviour was acceptable?
Why should we try not to bully each other?
What can we do to stop bullying?
Cyber- bullying should also be brought to the attention of the pupils and to the parents of the children concerned..
At all termly meetings between the Headteacher and Mid-Day Assistants bullying is discussed. Any individuals causing concern are also discussed.
Procedures to follow when bullying takes place:
In most cases the first step should be to:
1. Inform the Headteacher or Deputy Headteacher in her absence.
Steps to take immediately:
1. To listen to the child. Take the child seriously. Make notes if appropriate.
It is vital that records are kept of all serious incidents of bullying. This is a black A4 book kept in the headteacher’s desk.
Individual incidents which, on the surface may seem to be an isolated occurrence, may be part of a much larger pattern of bullying behaviour. Monitoring should take account of:
• Who was involved
• Where and when it happened
• What happened
• What action was taken
• How it was followed up
This kind of monitoring should involve all teaching and non-teaching staff.
Staff should judge the severity of the incident and will deal with it appropriately. If the incident is not too serious, a “problem-solving” approach may help. The adult must remain neutral and ensure that each pupil has the opportunity to talk and keeps the discussion focused on finding a solution and stopping the bullying from reoccurring. The adult can aim to help the pupils find their own solutions and discuss how their proposals will be put into action.
The involvement of the Headteacher will usually be necessary. The Headteacher will talk to those involved to try to resolve the situation. If the bullying continues, various sanctions will be necessary –
• Withdrawing privileges
• Keeping bully/bullies in at playtime.
• Excluding the bully/bullies at lunchtimes.
Involvement of parents at an early stage is essential.
The family of the bullied pupil may wish to involve the Police in charging the bullying pupil with assault. This is their right.
Exclusions as a response to bullying will be used sparingly and always as a last resort.
Parents are encouraged to contact the school if they are worried that their child may be involved in bullying of others or being bullied.
Revision June 2019