Anti Bullying Policy

 

LEGAL FRAMEWORK

This policy is based upon guidance from:-

 

  1. DfEE “Bullying – Don’t Suffer in Silence” DfEE 0064/2000
  2. Kidscape:
  • Dealing with Bullies
  • Breaking up Gangs
  • Homophobic Bullying
  • Student Councils
  • Racist Bullying
  • Peer Support
  1. School Standards and Framework Act 1998
  2. Anti-Bullying School Responsibilities and Good Practice – Lancashire Education Authority
  3. Human Rights Act 1998 and the Race Relations Amendment Act 2000
  4. DfES Sex and Relationship Guidance 2000
  5. Social Inclusion: Pupil Support Circular 10 99

 

The policy should be read in conjunction with other school policies.

 

MISSION STATEMENT

Moving forwards together to a positive future

 

The responsible people for the implementation of this policy are the Headteacher and Deputy Headteacher. The policy will be reviewed annually by the Headteacher and Deputy Headteacher in consultation with staff.

 

INTRODUCTION – WHAT IS BULLYING?

 

Bullying is generally agreed to be a purposeful and repeated action, which is deliberately hurtful and is meant to have power over someone perceived as weaker.   This is conducted against an individual, who cannot defend him or herself.

 

Bullying can take different forms:-

 

  • Verbal Bullying : name calling, use of threatening or provocative language, racist, sexist or homophobic comments.

 

  • Physical Bullying : hitting, kicking, grabbing an individual: taking or hiding another’s property, etc.

 

  • Indirect Bullying : excluding someone from the social group, spreading rumours, text messages and e-mails.

 

How does this manifest itself?

 

Typically, this manifests itself in schools where an individual orchestrates a group to intimidate and exclude an individual in order to build their own status, self-esteem and sense of power over an extended period of time.

 

At Roselyn House School it can be difficult at times to differentiate between planned intimidation and rivalries. Insults and occasional fights which can characterise the behavior of some of our pupils and for many is the reason for their placement at the school. Some young people may have behavior which is learnt and we recognise that they try to dominate and intimidate those that they like, unaware that the behaviour is unacceptable. They think they are being friendly.

 

What is homophobic bullying?

 

Any hostile or offensive action against lesbians, gay males or bisexuals or those perceived to be lesbian, gay or bisexual.  

 

These actions might be:-

 

  • Verbal, physical or emotional (social exclusion, harassment, insulting or degrading comments, name calling, gestures, taunts, insults or jokes.

 

  • Offensive graffiti.

 

  • Humiliating, excluding, tormenting, ridiculing, threatening, refusing to work or co-operate with others because of their sexual orientation or identity.

 

Children and Young People’s Legal Rights

 

In July 2000, the DfES issued the new statutory guidelines in Sex and Relationship Education Guidance, which includes the requirement that schools must provide for the needs of young gay men and lesbians.

 

Section 1:30 states “It is up to schools to make sure that the needs of all pupils are met in their programmes. Young people, whatever their developing sexuality, need to feel that sex and relationship education is relevant to them and sensitive to their needs”.

 

Section 1.32 states “Schools need to be able to deal with homophobic bullying.  Guidance issued by the Department Social Inclusion Pupil Support Curricular 10 99, dealt with the unacceptability of, and emotional distress and harm caused by bullying in whatever form – be it racial, as a result of a pupil’s appearance, related to sexual orientation or for any other reason”.

 

What is racist bullying?

 

Any hostile or offensive action against people because of their skin colour, cultural or religious background or ethnic origin.   It can include:-

 

  • Physical, verbal or emotional bullying.

 

  • Insulting or degrading comments, name calling, gestures, taunts, insults or jokes.

 

  • Offensive graffiti.

 

  • Humiliating, excluding, tormenting, ridiculing or threatening.

 

  • Making fun of the customs, music, accent or cress of anyone from a different culture.

 

  • Refusal to work with or co-operate with others because they are from a different culture.

 

Legal position

 

The Race Relations Act 1976 states that schools and governing bodies have a duty to ensure that students do not face any form of racial discrimination, including attacks and harassment.

 

Who bullies?

 

Both boys and girls take part in verbal bullying.   The DfEE suggests the following: - boys suffer more from physical violence and threats, but girls tend to use methods of bullying that are more difficult to detect. Boys tend to be bullied by boys, but both girls and boys bully girls. Children who bully can come from any social class. The most common perpetrators are boys or groups of boys.

 

Pupils at risk

 

Approximately 8% of pupils are bullied once a week or more (DfEE). Any child can be bullied but some are more vulnerable than others. The following factors may make children more vulnerable: lacking close friends in school, shyness, coming from a different racial or ethnic background to the majority, have Special Educational Needs or a disability, an over-protective family environment, behaving inappropriately, “intruding” or being a nuisance, owning expensive accessories, mobile phones.

 

AIMS

 

  • To enable the Headteacher and Deputy Headteacher of Roselyn House School to exercise their responsibility to ensure each child’s access to and progression through the broad and balanced range of National Curriculum subjects.

 

  • To allow the school to promote the spiritual, moral, cultural, mental and physical development of pupils and prepare pupils for the opportunities, responsibilities and experiences of adult life. The policy reinforces those other cross-curricular and themaric activities in school which develop appropriate values for pupils with regard to society, relationships, the self and the environment.

 

  • To work towards a “restraint fee environment” in which all children and staff feel safe. Constant monitoring, review and reflection will form the basis to aid this.

 

  • To support all teaching, support staff and volunteers who come into contact with pupils when working within the school.

 

  • To establish a positive environment in which every child is encouraged to respond with socially acceptable behaviour to situations which they encounter and that they are comfortable with those situations.

 

  • To allow both pupils and staff to develop an awareness of self and progress towards an emotionally literate school ethos. 

 

  • To provide a feeling of community and belonging for both staff and pupils by fostering appropriate “understanding” relationships.   

 

  • To ensure that all pupils have the freedom to access the curriculum without fear if intimidation and bullying. 

 

  • To develop an emotionally literate ethos where everyone involved has a greater sense of managing their self.

 

OBJECTIVES

 

Bullying is anti-social behaviour and affects everyone: it is unacceptable and will not be tolerated.

 

  • To ensure a whole school approach to the issue: looking at developing a common understanding of what amounts to bullying.

 

  • To emphasis that much of our work as a school is to encourage the young people at Roselyn House School to co-operate and care for each other.

 

  • To break a cycle of rivalry or conflict which may become apparent.

 

  • To develop training for staff in understanding the nature of conflict and the encouragement of skills to diffuse confrontations.

 

  • To use Team Teach de-escalation techniques.

 

  • To build constructively from negative experiences.    

 

  • To reduce incidents of bullying among our pupils.

 

  • To educate young people about feelings and long term effects.

 

  • To provide consideration for all.

 

  • To provide a learning environment free from any threat or fear.

 

  • To reduce and eradicate where possible instances in which pupils are made to feel frightened, excluded or unhappy.

 

  • To establish a means of dealing with bullying and of providing support to pupils who have been bullied.

 

  • To ensure that all pupils and staff are aware of the policy and that they fulfill their obligations to it.

 

What do we do to effect long term change?

 

We do not believe that punitive reaction to bullying has a long term effect in reducing bullying and could be argued to reinforce bullying as an approach for life.  At best a sanction might relieve the pupil being bullied for a short period of time: at worse it can increase the anger and resentment towards the victim. If bullying is based on power and intimidation then by imposing sanctions on a bully they are in effect being overpowered and intimidated (albeit by those in authority and for the right motive).

 

Our approach is as follows:-

 

  • To build an ethos of non-confrontation.

 

  • Through mediation between the pupil being bullied and perpetrators.

 

  • Support worker sessions, counselling.

 

Building an ethos of co-operation

 

Bullying is taken seriously and will not be tolerated. Those being bullied are encouraged to report incidents. It is paramount that the message of understanding and respect is spread throughout the school.

 

In our dealings with pupils, staff emphasis the importance of respecting the feelings and emotions

 

 

Policy reviewed: September 2016