Inmans Primary School
Bullying Policy
INMANS PRIMARY SCHOOL
POLICY ON BULLYING
Definition
Bullying is the behaviour by an individual or group, repeated over time, that
intentionally hurts another or group, either physically or emotionally.
Bullying takes a variety of forms:
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Physical bullying (e.g. kicking, hitting, theft).
Verbal bullying (e.g. name calling, racist remarks).
Indirect non verbal bullying (e.g. spreading rumours, excluding someone from
social groups therefore isolating the individual).
Cyber bullying (via text messages, the internet).
Prejudice-based bullying-related to differences whether actual or perceived.
Sexual orientation.
Disability bullying.
Racist bullying.
Gender bullying.
Religious bullying.
Special Needs/SEN.
Home life (for example in relation to issues of care, parental occupation,
poverty or social class).
Extortion.
It is recognised that emotional distress resulting from any of theses forms of bullying
can prejudice school achievements and lead to lateness or unauthorised absence from
school. This may result in the victim under performing academically.
Why is it important to respond to bullying?
Everybody has the right to be treated with respect.
Everybody has the right to feel happy and safe.
No-one deserves to be a victim of bullying.
Bullies need to learn different ways of behaving.
Our school will respond promptly and effectively to reported incidents of bullying.
We aim to:
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create a strong anti-bullying environment.
foster a sense of self worth and positive self-esteem in all our pupils.
encourage pupils to care for each other and begin to identify each others
strengths and differences.
have in place strategies to be utilised should we suspect or be informed of
bullying incidents e.g. ‘no blame approach’.
reassure pupils and parents that the matter will be treated seriously and action
taken.
How can we prevent Bullying?
We foster a clear understanding that bullying, in any form, is not acceptable. This is
done by:
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Developing an effective anti-bullying policy and practice. The school will then
become a safer and happier environment, with consequent improvements in
attitudes, behaviour, and relationships and with a positive impact on learning
and achievement.
Regular praise of positive and supportive behaviour by all staff.
Work in school which develops empathy and emotional intelligence (SEAL).
Planned, age appropriate, lessons taught through the curriculum on anti
bullying, delivered to all pupils from Foundation Stage to Year 6.
All concerns raised from a child, staff or parents are logged and kept in a file
under that child’s name.
Any incidents are treated seriously and dealt with immediately. All incidents
are recorded on an “Incident form” stating all parties involved and the nature
of the incident. Actions and interventions are put in place immediately and
these are recorded on the incident form. This incident is monitored and
evaluated over a period of time and meetings to check that the stated bullying
has stopped take place. This form is kept in a file to track any reoccurrences
either to the victim or by the bully.
Roles and Responsibilities
All staff within school including mid-day supervisors have received training on
respect of bullying and are aware of the symptoms to look for e.g. the withdrawn
child, an isolated child, a group of children roaming. Any concerns or incidents are
fed back to the class teacher and are logged on a concern/incident report form.
All pupils are encouraged to alert an adult to any problem they see on the playground.
A victim may not feel confident to do this openly at the time but can always speak to
a class teacher at a quieter time of the day. They will be treated with confidentiality
as far as is practical and the matter will then be dealt with, without causing the
‘victim’ further comeback.
Guidelines
Issues such as bullying are addressed regularly during PSCHE, SEAL, assemblies, as
the theme of class discussions and through literacy texts.
Positive self-esteem is fostered in the environment of the classroom, through turn
taking, circle time, valuing other peoples’ opinions and the example set by adults in
school.
It is also reflected in our school guidelines, mission statement and through the valuing
of pupils contributions via schools council.
Opportunities will also arise naturally in the general course of living and working and
working together as a community. Teachers will utilise such opportunities as time to
reflect with their pupils on how they reacted to such incidents and the effect that has
on the situation.
Where a child repeats the unkind act after the appropriate sanction the bullies parents
will be informed at an early stage to help prevent the problem escalating.
Behaviours modification procedures will be used to monitor the situation and provide
positive feedback for a change in behaviour.
If the behaviour is beyond the usual range expected and dealt with at a day to day
level, support may be sought from LEA advisors and the pupil referral service.
NO BLAME APPROACH
Where a group of pupils are systematically excluding an individual the no blame
approach may be used and has been used with a high degree of success.
This relies on the victim identifying a perpetrator of the action, others that can easily
be swayed to join in and others who are friendly to the victim.
The group meets without the victim and it is explained to then that ‘X’ is unhappy at
school. The teachers have tried talking to ‘X’ to sort it out but without success,
therefore they are turning to this group for support. Each member of the group is
equal and there is no reason assigned for them being part of the group.
Each group member is then asked how they feel they can make ‘X’s life at school
happier. All suggestions are recorded and valued with no negative comments being
passed.
The group then reconvene in a few days to report progress. This may continue for a
period of 4 to 6 weeks.
Pupil ‘X’ is also supported during this time, away from the group, and any positive
changes are noted.
All members of staff need to be aware of the support group when it is in action to
praise anything positive then witness and to reinforce the group esteem which leads to
the change of behaviour of the bully.
retribution.
Peer pressure being a greater force than
Senior Managers in either Key Stage may take on the role of ‘leader’ in this approach,
however, head and deputy are made aware of any such projects at all times and take at
least a monitored role.
In any instances of bullying reported to teachers it is their responsibility to bring it to
the attention of senior staff and may at anytime refer parents to either the Headteacher
of Deputy Headteacher in such circumstances.
Training and awareness raising is part of a going professional development within
school and can be accessed by staff, teaching and non teaching, by request as well as
being part of a rolling programme.
Confidentiality
We conduct lessons in a sensitive manner and with confidence. We ensure that
sensitive information is only disclosed internally or externally with careful attention to
pupil’s rights and needs. Furthermore, staff follow child protection guidelines in the
event that they are concerned about a child.
How will Cyberbullying be managed?
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Cyberbullying can be defined as “The use of Information Communication
Technology, particularly mobile phones and the internet to deliberately hurt or
upset someone” (DCSF 2007).
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Cyberbullying (along with all forms of bullying) will not be tolerated at
Inmans Primary School.
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All incidents of cyberbullying reported to school will be logged or recorded in
the appropriate file.
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There will be clear procedures in place to investigate incidents or allegations
of cyberbullying.
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Children and young people, staff/volunteers and parents/carers will be advised
to keep a record of the bullying as evidence.
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Inmans will take steps to identify the bully, where appropriate, such as
examining system logs, identifying and interviewing possible witnesses, and
contacting the service provider and the police, if necessary.
Sanctions for those involved in cyberbullying may include:
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The bully will be asked to remove any material deemed to be inappropriate or
offensive.
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A service provider may be contacted to remove content.
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Internet access may be suspended for the user for a period of time.
 Parents/carers will be informed.
The Police will be contacted if a criminal offence is suspected.
Response to an Incident of Concern
An important element of e-safeguarding is the ability to identify and deal with
incidents of concern and related to the confidentiality of information. All
staff/volunteers, children and young people have a responsibility to report e-safety
or e-security incidents so that they may be dealt with effectively and in a timely
manner in order to minimise any impact. Inmans has an incident reporting
procedure and records reported incidents in an Incident Log (see “Incident response
flow chart” and “Incident log sheet” as part of the E-safety policy). These incidents
are dealt with immediately and are investigated with all parties concerned and
actions, interventions are recorded.
The Incident Log file, shall be formally reviewed, by the Senior Leadership
Team/Senior Manager within the organisation at a minimum frequency of once per
term. Through this review process, where deemed appropriate, management shall
update the risk assessment in light of new incidents. The Log and accompanying
action plans should be reviewed annually by the Governing Body/Trustee.
The following code of conduct should be used when dealing with a racist
incident.
DEALING WITH RACIST INCIDENTS
The following provides an overview of actions that need to be taken.
Alleged Racist Incident
Initial Response
Record on Racist Incidents Report Form
Investigate
If a Racist Incident Further Response If not a Racist Incident :Take other action
Where appropriate
Complete LA Racist Incidents Investigation form
General Follow Through
Alleged racist incident - if anyone feels an incident is racist then:
A. Initial Response
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treat the issue seriously
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respond immediately
reinforce school’s position and rules on racism
focus on the perpetrator’s behaviour (rather than the person)
support and affirm the victim
connect with pupils’ feelings
support and affirm the victim, explaining how racism works through the
stereotyping of an individual
B. Record
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notify the named management team member responsible for dealing with
racist incidents
fill in racist incident report form
C. Investigate
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senior manager to lead
listen to all parties
address underlying issues, e.g. an incident may not be racial in origin – it
might be a dispute over resources in which racist abuse has been used: in
which case the original issue should be sorted out as well as the use of the
unacceptable words that made it a racist incident
make sure race issues are covered – do not just treat incidents as, say, a case of
simple bullying – be able to explain why it is a racist incident if you judge it to
be such
reinforce school’s position and rules on racism
if it’s not judge to be a racist incident this would need to be explained to the
parties involved, though the incident might still remain as another kind of
infringement of the school’s behaviour policy which needed a response.
D. Further response
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inform (a standard note can be useful) and involve tutors/class teachers
follow through with both victim and perpetrator
address the perpetrator’s racist behaviour and correct racist misperceptions,
e.g. about not belonging in “our” country
reinforce the school’s position and rules on racism
bring both parties together and give them a change to be involved in resolving
the situation
contact parents/carers (Social Services in the case of “looked after children”)
of both the victims as well as the perpetrators – a procedure for reporting
should be in place. This could involve a letter appropriate to the situation with
a phone all with an invitation in to school (if felt to be appropriate).
NB: Victims have a right to refer cases to the police if their parents so wish and all
parties have a right to appeal to the Governing Body.
E. Complete Racist Incident Investigation Form
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complete Racist Incident Investigation Form
See appendix 1
F. General Follow through
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follow through with appropriate measures to reinforce the school’s position
with individuals/group/class/school via assembly, circle time, tutor period and
curriculum
present monitoring returns to staff to ensure regular discussion & development
of good practice
continue to encourage pupils to report and discuss racist incidents and how
they should respond
use existing means of involving pupils, such as a pupil post box or student
council
work with other agencies to promote good race relations
Governing Bodies could be informed termly of incidents and actions taken to
deal with them as a part of the head teacher’s termly report
Governing Bodies can look for patterns, using the Racist Incident Returns
nominate a governor to have oversight of this area.
This Policy was reviewed in November 2013
Appendix 2
Young Children
Dealing with racist incidents involving young children is an issue that needs careful
consideration and thoughtful handling. Incidents involving young children do happen
and teachers need to respond to them positively and work to prevent their occurrence.
Good practice has been developed over the last few years. Some general guidance for
good practice is outlined below as a framework for schools to develop their own
practice in the area.
Research shows that young children are aware of physical differences related to
ethnicity and they attach values to these differences in line with the judgements
prevalent in the home, family, community and society.
Children may use derogatory racist terms and behave in ways which are racist, i.e.
refusing to sit next to or refusing to play with other children because of their ethnicity.
Though this does not mean they are ‘dyed in the wool’ racists, it would be a mistake
to disregard or play down such behaviours because “they didn’t mean it” or “she
didn’t really understand” or “it’s only a name”.
It may well be that what appears to a victim and others including their parents, to be
racist incidents may not have an explicit racist intention. But perpetrators must be
faced with taking responsibility for the outcomes of their behaviour. They must be
made aware of the hurt they have caused and not be allowed to feel empowered at
someone else’s expense.
The school must make it clear that all forms of racism are unacceptable. Racist namecalling and the use of racist labels should be recorded and followed through. Action
needs to be positive, but also sensitive. We must learn:
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what to say to affirm and support a child who has been hurt by racist
comments and behaviour
how to communicate to parents and help them support the child
what to say to a child when s/he inflicts this kind of hurt
how to talk to their parents about this
It is better if the school works strategically on racist incidents with parents and others,
rather than just responding to incidents when they occur. All parents need to:
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be given the chance to be involved in developing the school’s policy and
practice re racist incidents
know the school’s position on racism and racist incidents
the educational rationale for the school’s stance
understand what schools procedures in this area are
know how these might affect them
know what they do if their child has been subject to racist harassment
be sensitive to changes in the behaviour of their child that might indicate that
s/he is being subject to racist harassment
know what will happen if their child has been involved as a perpetrator
know how the school is working pro-actively through the curriculum and
school ethos to tackle racism
have an opportunity to see this and get involved themselv
“E Safety 10 Top Tips” for Schools
1. Update the school’s Anti-Bullying policy to include cyber bullying
2. Ensure that you know what the school’s Acceptable Use Policy is
3. Publicise the school’s Anti-Bullying and Acceptable Use policies
widely so that pupils and their parents and carers are aware of
them
4. Provide and publicise different ways of reporting incidents of Cyber
Bullying
5. Keep good records of and take all incidents of Cyber Bullying
seriously
6. Explore ways of using technology with pupils to support self
esteem, assertiveness, participation and to develop friendships
7. Do not give your personal contact details, whether e mail address
or mobile phone numbers, to children and young people
8. Do not use the internet, including social networking sites, or mobile
phones, i.e. text messaging, to send personal messages to any
child or young person
9. Only use equipment such as mobile phones provided by your school
to communicate with children and young people for professional
reasons and in accordance with school policies
10.Set your personal websites to private so that the children and
young people you teach are unable to access private information
about you.
Finally, if you have other questions, contact www.thinkuknow.com,
www.digizen.org or http://www.childnet.com for further
information. In addition, The Education and Inspections Act 2006
outlines some legal powers which relate more directly to cyber
bullying.
“E Safety 10 Top Tips” for Children and Young People
1. Treat your password like your toothbrush – keep it to yourself
2. Only give your mobile number or personal website address to
trusted friends
3. Block the bully – learn to block or report someone who is behaving
badly
4. Save the evidence – learn how to keep records of offending text
messages, pictures or online conversations
5. Don’t retaliate or reply
6. Check your profile and make sure it doesn’t include any personal
information
7. Always respect others – be careful what you say online and what
images you send
8. Think before you send – whatever you send can be made public
very quickly and could stay online forever
9. Look out for your friends – and do something if you think they are
at risk
10. Tell your parent, carer or a teacher if something or someone
makes you feel uncomfortable or worried
Finally, if you have other questions, contact www.thinkuknow.com
or http://www.chatdanger.com for further information
“E Safety 10 Top Tips” for Teaching Staff
1. Check your personal website – is it set to private? If it isn’t, change it
now
2. Never share your personal website details with any child or young
person, no matter what year they are in
3. If a child or young person has already accessed your personal website,
inform your line manager now
4. Never use your personal digital camera or mobile phone to take
photographs on school trips
5. Never store photographs of children and young people in your care on
your personal computer or laptop,
6. Do not give your personal contact details, whether e mail address or
mobile phone numbers, to any child or young person in your care
7. Never use your personal mobile phone to contact or text a child or
young person
8. Only use equipment such as mobile phones or laptops provided by
your school to communicate with children and young people for
professional reasons and in accordance with school policies
9. Make sure you know and fully understand the Acceptable Use Policy in
your school
10. Do not assume ‘It could never happen to me’
Finally, if you have other questions, contact
http://www.cybersmart.org , www.thinkuknow.com,
www.digizen.org or http://www.childnet.com for further
information.