Anti Bullying Policy

Leith Primary Anti Bullying and Equalities Policy

At Leith Primary we all believe we are a community that:

  1. promotes reflection and self-evaluation.
  2. has high expectations, supporting all to reach their full potential.
  3. works with the home and the community
  4. promotes a flexible, fun, innovative and balanced curriculum.
  5. promotes inclusive practice and a secure and caring environment to develop equality, mutual respect, citizenship and self-esteem.

We are committed to advancing equality of opportunity for all and we work actively towards eliminating all forms of bullying and discrimination

We recognise the effects that bullying and discrimination can have on pupils’ feelings of worth, on their school work and in the community. We actively foster good relations between diverse groups and individuals.

We recognise that certain individuals and groups in society experience disadvantage, prejudice or discrimination on account of their age, disability, ethnicity, gender, gender change, looked-after status, pregnancy or maternity, religion or belief, sexual orientation and socio economic status or any combination of these.

DEFINITIONS

Bullying is an abuse of power that is defined by its effects. People who are bullied are upset by something someone else has done or said to them or about them. They are likely to fear that this will happen again and feel powerless to stop it. Bullying is also a breach of children’s rights under several articles of the Convention on the Rights of the Child. Cyber-bullying is bullying behaviour that takes place via mobile phone or over the internet through emails, instant messaging and social networking websites.

Equalities

We use the legal definition of ‘equalities’ which gives protection to people who have specific characteristics – for example being gay, lesbian or bisexual or from a minority ethnic group or disabled or old. It also includes boys and girls and anyone undergoing gender change, as well as those of particular faith groups. The Equality Act 2010 defines these as ‘protected groups’. Looked-after children, young carers and children and young people from poor backgrounds are also included as equalities groups.

RESPONSIBILITIES

The Head Teacher is responsible for introducing and implementing this policy. However all staff, all pupils and their parents have an active part to play in the development and maintenance of the policy, and in its success.

Pupils are expected to
Report all incidents of bullying and suspected incidents that other children may be afraid to report. Support each other and to seek help to ensure that everyone feels safe, and nobody feels excluded or afraid in school.

Teachers are expected to
be proactive, to treat all allegations seriously and keep records.

Parents can help by

Supporting our anti-bullying policy and procedures.
Encouraging their children to be positive members of the school community.
Discussing with their child’s teacher any concerns that their child may be experiencing
Helping to establish an anti-bullying culture outside of school.
Speaking to the Head Teacher if their concerns are serious and ongoing.

Leadership Teams are expected to

Monitor and report annually on the implementation of this policy.
Supervise the review and updating of this policy at least every four years.

CONCERNS, COMPLAINTS … AND COMPLIMENTS

We recognise that there may be times when parents feel that we have not dealt well with an incident of bullying and we ask that this be brought to the Head Teacher’s notice. If the Head Teacher cannot resolve these concerns informally, parents can raise their concerns more formally through the school’s Complaints Procedure If early resolution at this stage is not achieved, then the matter can be referred to the Department’s Advice and Conciliation Service. We are also pleased to receive compliments – feedback from parents when things have gone well.

COMMUNICATING THIS POLICY

We publish our anti-bullying, equality and diversity policy on the school web-site
The policy will be shown on posters which also tell pupils about Childline and other sources of confidential help.
We provide guidance to all our pupils to explain what they should do if they are being bullied, or if they see another pupil being bullied.

EVALUATING AND REVIEWING OUR POLICY

We evaluate this policy using the following measures:
The number of incidents that are reported to staff over a given period.
Rates of attendance, exclusions attainment and achievement of pupils in protected groups.
Pupils’ perceptions and experiences of bullying through periodic questionnaires.
The number of complaints and compliments that we receive from parents.
From the comments made by visitors and other people connected with the school.
The policy and procedures will be reviewed every 4 years.

PREVENTION

An Anti-Bullying noticeboard used to remind pupils that bullying and discrimination are not acceptable, and tells them what to do if they are bullied.

There are public, accessible welcoming messages throughout the school in range of languages.

We use evaluation tools which measure ethos, relationships and confidence in schools, such as pupil well-being questionnaires, pupil focus groups and bullying surveys.

We Involve other agencies and partners in health, police and the voluntary sector.

The school holds diversity days and assemblies and publishes its work.

Training opportunities are promoted to staff and parents that explore the development of attachment, empathy, resilience and problem solving skills.

The school supports nurture and friendship groups

Children in our school experience Circle Time which is used to share feelings and concerns.

Bullying and equalities issues are anitem on our Pupil Learning Council agenda.

Playground supervision is regularly reviewed to be alert to bullying and discrimination.

We annually review our arrangements for young people to raise issues confidently with staff

Our staff are supported in accessing professional development opportunities that increase their awareness and understanding of bullying, prejudice and discrimination.

The Curriculum for Excellence is used to:

Increase knowledge of children’s rights and responsibilities as responsible citizens

Provide age-appropriate reading materials and resources that provide a balanced diversity, e.g. family structures that include single parents, ethnic minorities, disabled people and same-sex parents.

Monitor and improve where needed the attainment and achievement of pupils in protected groups to develop successful learners

Ensure that children and young people in protected groups are appropriately included in developing pupil participation as effective contributors.

Build resilience and empathy in young people as confident individuals

Raise awareness about bullying and our Equality, Diversity and Anti-Bullying Policy across a range of school subjects.

 

WHAT WE DO WHEN BULLYING OCCURS

A child may not be engaging consciously in bullying behaviour, but its impact is still felt and this is taken seriously. The level of awareness of a child who is bullying is a significant factor in how it is dealt with.

Pupils who experience bullying or discrimination will be listened to and supported.

Pupils who engage in bullying behaviour or discrimination will be treated fairly and consistently using a range of measures.

Some examples of our strategies are:-

Restorative practices, including acknowledging grievances
Involvement of parent/carer where appropriate
Peer mentoring and mediation
Involvement of other agencies and partners in health, police and voluntary sector
De-escalation strategies
Physical separation of person/people bullying, where necessary and possible
Sanctions, including loss of privileges
Assessment of additional support needs for person being bullied or person bullying.
Referral to specific support service, such as Educational Psychologist, Education Welfare Service, Social Work service or Child and Adolescent Mental Health Service
In extreme cases, Child Protection procedures will be considered
Exclusion from school is not itself a sanction or punishment for bullying behaviour and will only be used as a last resort

Our support to pupils who are bullied or discriminated against

They are reassured that they do not deserve this and it is not their fault.
We assure them that it was right to report the incident.
We encourage them to talk about how they feel and try to ascertain the extent of the problem.
We engage them in making choices about how the matter may be resolved
We discuss strategies for being safe and staying safe
We ask them to report immediately any further incidents to us
We affirm that it can be stopped and that we will persist with intervention until it does

 

Our work with pupils who bully others

We interview the pupil (or pupils) involved in bullying separately.
We listen to their version of events and talk to anyone who may have witnessed the bullying.
We reinforce the message that bullying is not acceptable, and that we expect it to stop.
We seek a commitment to this end.
We affirm that it is right for pupils to let us know when they are being bullied.
We consider sanctions under our school’s Behaviour/Discipline Policy.
We advise pupils responsible for bullying that we check to ensure that bullying stops.
We ensure that those involved know that we have done so.
When bullying occurs, we contact the parents of the pupils involved at an early stage.
We follow up after incidents to check that the bullying has not started again.
We work with pupils who have been involved in bullying others to ascertain the sort of support that they need.

Reporting and Recording Incidents

Pupils who have been bullied should report this to and adult they trust.

Pupils who see others being bullied should report this to an adult they trust.

Members of staff who receive reports that a pupil has been bullied should report this to an adult they trust

Reports of bullying are logged by the HT.

Records are kept by the HT.

All incidents are recorded and acts of bullying or discrimination on ground of race, disability, gender, faith and sexual orientation are of equal concern and are all clearly distinguishable

We send annual reports of incidents to our departmental equalities colleagues on request

CYBERBULLYING AND BULLYING OUTSIDE THE SCHOOL PREMISES

We know that bullying can occur outside the school gates and via mobile phones and social network internet sites. The bullying may be done by pupils from our own school, by pupils from other schools or by people who are not at school at all. Where a pupil or parent tells us of bullying off the school premises we will:

Talk to pupils about how to avoid or handle bullying outside of school.

Talk to the Headteacher of another school whose pupils are allegedly bullying.

Talk to the police.

PLANNING

We examine and use all available information to ensure that the promotion of equality and anti-bullying issues are contained within our development plans.

EQUALITY IMPACTS ANALYSIS

When reviewing or creating any new policies or services within our school, we give due regard to all protected groups and consider whether any individual or group might experience a particularly positive or negative impact.

INVOLVEMENT

We actively encourage all our young people to participate in school and extra-curricular activities and we take positive action to make sure that the diverse school population is represented in activities, surveys and our student council.

GATHERING AND MONITORING INFORMATION

Our school routinely monitors attainment of pupils by ethnicity and gender. We are also committed to developing measures for monitoring the achievements of our looked-after and disabled pupils.

We also monitor attendance and exclusion of pupils by ethnicity, disability and gender.

We examine our annual records of incidents and survey information

We are aware of our local demography, through pupil census data

We use information from surveys of pupils’ views and opinions

We take active steps to ensure that all data held on pupils’ disabilities, ethnicity, caring and looked-after status is accurate and regularly reviewed.

RELATED POLICIES

You may wish, finally, to refer to other relevant school policies. For example:

This policy links with a number of other school policies:
Behaviour Policy
Child Protection Policy
Complaints Policy
Additional Support for Learning Policy